Early Childhood Research Quarterly最新文献

{"title":"Family Check-Up Online effects on parenting and parent wellbeing in families of toddler to preschool-age children","authors":"Katherine A. Hails,&nbsp;Anna Cecilia McWhirter,&nbsp;Audrey C.B. Sileci,&nbsp;Elizabeth A. Stormshak","doi":"10.1016/j.ecresq.2024.09.009","DOIUrl":"10.1016/j.ecresq.2024.09.009","url":null,"abstract":"<div><div>Online parenting interventions hold promise for increasing access to behavioral support for families with low income and who reside in rural areas. The current study evaluates the efficacy of a mobile app-based parenting support program, the Family Check-Up Online (FCU-O) with telehealth coaching support, for parents of children 1.5-5 years old at risk of experiencing parenting challenges. We tested effects of the FCU-O on parent wellbeing (parenting self-efficacy and symptoms of depression and anxiety) and parent-reported parenting skills (support for positive behavior, limit-setting, and proactive parenting) at the 3-month follow-up in a randomized controlled trial (FCU-O versus control). We also tested relationships between parents’ baseline characteristics and their engagement with the app and telehealth coaching. Eligibility criteria included endorsing depressive symptoms or current or past substance misuse. Participants (<em>N =</em> 356) were predominantly White (72%) and low-income, with 43% of families residing in a rural area. Approximately one-third-of participants reported clinically significant symptoms of anxiety or depression and one-third-endorsed a lifetime history of opioid misuse. Intent to treat analyses tested effects of the FCU-O on parent wellbeing and parenting skills. The FCU-O was associated with improvements to parents’ support for positive behavior, limit-setting, and proactive parenting skills, as well as parenting self-efficacy and depressive symptoms. Parents’ initial symptoms of depression and anxiety significantly predicted greater telehealth coach engagement; low levels of initial self-reported skills positive behavior support and limit-setting significantly predicted greater app engagement. Results provide support for the FCU-O as a preventive parenting intervention for parents experiencing mental health challenges, with implications for reducing barriers to accessing parenting support for underserved families.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 144-153"},"PeriodicalIF":3.2,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142420000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Outcomes associated with school mobility from public school Pre-K to kindergarten","authors":"Jordan E. Greenburg ,&nbsp;Victor Ortiz-Cortes ,&nbsp;Caitlin Hines ,&nbsp;Adam Winsler","doi":"10.1016/j.ecresq.2024.09.010","DOIUrl":"10.1016/j.ecresq.2024.09.010","url":null,"abstract":"<div><div>The ability of public-school pre-K programs to promote the school readiness of children and provide a seamless transition to kindergarten is theorized to be dependent in part on children remaining in the same school. Research on school mobility in elementary and middle school shows that switching schools is associated with poorer academic outcomes. However, less is known about the transition between public school pre-K and kindergarten. Further, research has not typically considered if detrimental effects of moving schools depend on the quality of the schools to which children move. This study assessed whether switching to a different school during the transition between pre-K to kindergarten was associated with poorer academic outcomes from kindergarten to 3rd grade, and whether a positive change in school quality moderated effects of mobility. Data from a large (<em>N</em> = 18,775), ethnically diverse (35% Black, 55% Latino, 10% White/Asian/Other), predominantly low-income (73.2% receiving free/reduced-price lunch) sample suggested that switching schools between pre-K and kindergarten was associated with poorer reading and math performance in 2^nd and 3rd grade. Further, children who switched schools during this timeframe also missed more days of school, and English Language Learners reached English proficiency later than their non-mobile peers. Interactions between positive quality change and school mobility suggest that the negative effects of mobility were mitigated for those who experienced a positive quality change in addition to a school move.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 110-119"},"PeriodicalIF":3.2,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142419997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The spatial inequality of early care and education centers","authors":"Elizabeth Pelletier ,&nbsp;Scott W. Allard ,&nbsp;Julia Karon ,&nbsp;Taryn W. Morrissey","doi":"10.1016/j.ecresq.2024.09.006","DOIUrl":"10.1016/j.ecresq.2024.09.006","url":null,"abstract":"<div><div>Given the importance of early care and education (ECE) programs for children's development and parents’ labor force participation, it is critical to ensure communities — particularly those home to historically marginalized populations — have predictable and equitable access to programming and services. Yet, there are few useful data resources and thus relatively little research examining variation in local access to ECE programs. In this article, we examine county-level disparities in participation in and availability of ECE centers by child poverty rate, racial and ethnic composition, and urban-rural geography using a unique national dataset of county-level ECE program enrollment and expenditures from 2000 to 2019. Measures of ECE access in these data reflect a mix of publicly provided and funded programs, as well as privately-run programs that may be operated by nonprofit or for-profit entities. Findings suggest that public ECE per capita enrollment is higher in rural than urban counties, whereas private ECE program enrollment appears more highly concentrated in urban counties. Counties with higher child poverty rates also have lower enrollment rates at private ECE centers compared to counties with lower child poverty rates. We find mixed results when comparing public (e.g., public preschool, Head Start) and private ECE enrollment across counties by racial and ethnic composition. Finally, we examine year-over-year volatility in ECE enrollment and expenditures and find that public ECE programs are more stable compared to private ECE programming, which may promote equity in ECE stability.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 120-132"},"PeriodicalIF":3.2,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142419998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multidimensional patterns of early care and education access through a family centered lens","authors":"Christina M. Stephens ,&nbsp;Danielle A. Crosby ,&nbsp;Kierra Sattler ,&nbsp;Andrew J. Supple ,&nbsp;Catherine Scott-Little","doi":"10.1016/j.ecresq.2024.09.004","DOIUrl":"10.1016/j.ecresq.2024.09.004","url":null,"abstract":"<div><div>Despite evidence of the benefits of early care and education (ECE) for child development and family employment, the supply of providers is scarce and variable; leading many families with young children to experience limited and inequitable access. To examine the multidetermined nature of access, this study leverages a multidimensional, family-centered definition and a nationally representative sample of families of preschoolers from the Early Childhood Longitudinal Study – Birth Cohort to examine (1) patterns of access-related features present in preschool-age children's ECE arrangements, and (2) child characteristics, household circumstances, and care setting type that may be related to patterns of access. Latent class analysis model enumeration revealed five latent classes of children's nonparental care arrangements along features of accessibility: <em>High Across Most Access Features</em> (26.4 %), <em>Single, Long-Term Provider</em> (30.1 %), <em>Limited Across Most Access Features</em> (11.6 %), <em>Low Affordability, Multiple Providers</em> (10.1 %), and <em>High Affordability, Recent Transition</em> (21.8 %). These results suggested many children were in ECE that met multiple dimensions of access, with others in care arrangements that reflected trade-offs. Children were also differentially classified into types of ECE arrangements in relation to care setting type, race/ethnicity, income, household urbanicity, and parental employment. The implications of investigating ECE access as a multidimensional construct, and recommendations for how ECE providers and policy can more closely align with family needs are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 133-143"},"PeriodicalIF":3.2,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142419999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of educators’ racial beliefs in developing relationships with white toddlers and preschool children","authors":"Kamilah B. Legette ,&nbsp;Elizabeth K. King","doi":"10.1016/j.ecresq.2024.09.005","DOIUrl":"10.1016/j.ecresq.2024.09.005","url":null,"abstract":"<div><div>Teacher–child relationships in young children's classrooms are foundational for children's learning. Teachers’ beliefs about race and the causes of racial inequity might be one set of beliefs that has implications for the practices they use to develop positive relationships with children. With a sample of 18 teachers and their 73 toddler and preschool children, we explored ways teachers’ beliefs about racial inequity in four domains (Post-Racial, Cultural Deficit, American Dream, &amp; Schooling Inequity) related to conflict and closeness in the teacher–child relationship. Additionally, we explored how child age group (toddler, preschool) might moderate the association. Findings indicate that beliefs in the American Dream positively related to closeness and Schooling Inequity beliefs were positively related to closeness only for preschool aged children. Additionally, Schooling Inequity beliefs were negatively related to conflict in the teacher–child relationship. Given the concern that racial awareness has negative implications for White children, this study provides empirical evidence that teachers’ awareness of racism is beneficial for White children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 102-109"},"PeriodicalIF":3.2,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142315013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predictors of stability/change in observed parenting patterns across early childhood: A latent transition approach","authors":"Cheuk Hei Cheng ,&nbsp;Jenn-Yun Tein ,&nbsp;Daniel S. Shaw ,&nbsp;Melvin N. Wilson ,&nbsp;Kathryn Lemery-Chalfant","doi":"10.1016/j.ecresq.2024.09.002","DOIUrl":"10.1016/j.ecresq.2024.09.002","url":null,"abstract":"<div><div>Parenting has long been a topic of research based on its importance for family and child outcomes. Recent methodological advances in person-centered approaches suggest that our understanding of parenting could be further advanced by examining parenting typologies across various parenting behaviors longitudinally. Accordingly, the current study aims to examine latent transitions in parenting practice patterns across four annual assessments during early childhood and examine whether individual- and family-level factors at baseline discriminate parenting transition patterns. Data from four waves (ages 2, 3, 4, and 5) of a study of 731 caregiver-child dyads from a randomized controlled trial were used. Latent Class Analysis (LCA) and Latent Transition Analysis (LTA) were conducted to investigate underlying types of parenting practices at each age and longitudinal parenting practice transition patterns that represent continuity and change. For the LCA, two latent classes emerged at all four waves, representing ‘lower warmth; higher negative interaction’ (Dysregulated) and ‘higher warmth; lower negative interaction’ (Warm) parenting groups. The LTA model with two classes at all waves was conducted with good fit. The results showed diversity in the transition patterns over time, especially non-linear patterns of parenting across early childhood. Using multinominal logistic regression, six transition patterns, collapsed from 16 possible patterns, were predicted by family factors such as child sex, family income, primary caregivers’ race, parental involvement, child inhibitory control, and child externalizing behaviors. Findings have implications for parenting assessment, practice, and analysis.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 91-101"},"PeriodicalIF":3.2,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142312602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers: The role of activity settings","authors":"Franka Baron ,&nbsp;Anja Linberg ,&nbsp;Dorothea Dornheim ,&nbsp;Simone Lehrl","doi":"10.1016/j.ecresq.2024.09.003","DOIUrl":"10.1016/j.ecresq.2024.09.003","url":null,"abstract":"<div><p>This study is part of the ‘EarlyMath’ project, in which two teacher trainings, identical in terms of method and scope, but different in terms of focus and content, were developed to enhance global and math-specific teacher–toddler interactions in early childhood education and care (ECEC). We aimed to answer two questions: (1) Do teacher trainings improve global and math-specific interactions and (2) does this improvement differ in distinct activity settings (free play vs. structured activity)? Teachers from 95 toddler classrooms were randomly assigned to three groups: math-focused intervention (MIG), general intervention (GIG), and control (CG). The training was structured through nine modules emphasizing practical aspects, which included video analyses and role-plays. The results showed that the teacher training improved math-specific interactions in the MIG during free play, but not during structured activities. Global interaction quality did not significantly improve in either intervention group compared to the control group. This study highlights the potential of teacher training to enhance interactions in ECEC by emphasizing the specific role of activity settings.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 79-90"},"PeriodicalIF":3.2,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142232024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Infant and early childhood mental health consultation: evaluating change in classroom climate and teaching practices by dosage of program exposure","authors":"E. Mathis ,&nbsp;K. Hartz ,&nbsp;M. Berkowitz ,&nbsp;A. Carlson ,&nbsp;R. Kimport ,&nbsp;C. Brown ,&nbsp;M.G. Biel ,&nbsp;C.E. Domitrovich","doi":"10.1016/j.ecresq.2024.08.009","DOIUrl":"10.1016/j.ecresq.2024.08.009","url":null,"abstract":"<div><p>This study evaluated the effects of infant and early childhood mental health consultation dosage (IECMHC) on observations of classroom climate and teacher behavior management practices in seven schools from a charter school network. Classrooms were prioritized for consultation based on indicators collected during observations and either received no consultation, one cycle, or two or more cycles, each of which was approximately 10 weeks long. Fidelity of implementation was comparable between the two groups that received consultation at varying program exposure levels. Multilevel regression analyses examined how variation in the dose of consultation exposure related to both indicators of program quality considering the clustering of teachers within schools. The results showed that teachers most in need of consultation received it and that both short and long doses of consultation led to improvements in classroom climate and teaching practices outcomes over the academic year. Classrooms that received consultation for longer showed the largest change over time. Classrooms were equivalent on outcome indicators by the end of the school year and consultation appeared to have a protective effect against negative classroom climate.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 52-64"},"PeriodicalIF":3.2,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142173735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Equitable use of subsidized child care in Georgia","authors":"Thomas Goldring ,&nbsp;David C. Ribar","doi":"10.1016/j.ecresq.2024.09.001","DOIUrl":"10.1016/j.ecresq.2024.09.001","url":null,"abstract":"<div><p>High-quality childcare services are vital to children's development and family wellbeing but are not equitably accessed by all children. In the United States, programs supported by the Child Care and Development Fund (CCDF) have the potential to reduce these inequities. Economically eligible Black children use CCDF-supported services at higher rates than other children, but less is known about disparities in the characteristics of those services. This study uses weekly subsidy records from Georgia's Childcare and Parent Services (CAPS) program to examine racial, ethnic, and geographic differences in the types, modes, quality, proximity, and stability of care and in subsidy payments, co-payments, and subsidy use. The study distinguishes between unconditional differences that it observes in children's experiences and conditional disparities that it estimates after accounting for children's needs and other characteristics. It interprets the conditional disparities as evidence of inequity. The analysis uncovers many unconditional racial and ethnic differences in subsidized care outcomes and several geographic differences. However, the study finds fewer (and mostly smaller) conditional differences, including very few conditional differences between non-Hispanic Black and White children. The results suggest that there is substantial racial equity in participating children's use of CAPS services.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 65-78"},"PeriodicalIF":3.2,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885200624001169/pdfft?md5=a47422df4c86eadb416da231335b7da8&pid=1-s2.0-S0885200624001169-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142230185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evidence-based educational interventions to reduce intergroup bias among young children in conflict zones","authors":"Meytal Nasie","doi":"10.1016/j.ecresq.2024.08.006","DOIUrl":"10.1016/j.ecresq.2024.08.006","url":null,"abstract":"<div><p>Biases towards conflict out-groups pose significant barriers for conflict resolution. These biases can perpetuate social divisions, hinder positive intergroup relations, and impede long-term peacebuilding efforts. Therefore, intervening early, before biases are fully formed, is necessary. This article reviews existing knowledge and presents a research synthesis of effective educational interventions aimed to improve intergroup attitudes of young children (preschool and elementary school age) living in conflict zones towards the conflict out-group. The literature review includes interventions that have been implemented to address intergroup bias among such children. This review identifies effective strategies in existing literature and highlights areas for further research and development. These interventions provide practical strategies to reduce intergroup bias among children and foster positive intergroup relations; as such, they hold significant implications for educators, practitioners, and policymakers working in conflict zones. However, more longitudinal studies are needed to assess the long-term effects of interventions and their impact on sustained attitude change. Moreover, interventions should be tailored to specific conflict contexts, considering cultural nuances and local dynamics. Overall, the present article may contribute to our understanding of how to effectively intervene and moderate intergroup biases and negative attitudes among children living in conflict contexts before biases become stronger and more fully formed in adulthood.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 40-51"},"PeriodicalIF":3.2,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142169027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}