Early Childhood Research Quarterly最新文献_第4页

“Preschool education in war and conflict zones” “战争和冲突地区的学前教育”

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-09-17 DOI: 10.1016/j.ecresq.2025.09.002

Oresta Karpenko , Wilfried Smidt , Yair Ziv , Gary Resnick (Special Content; Associate Editor)

引用次数: 0

Developmental trajectories of young rural Chinese children's skills in mathematics and word reading: The roles of cognitive-linguistic skills 中国农村儿童数学和文字阅读技能的发展轨迹：认知语言技能的作用

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-08-14 DOI: 10.1016/j.ecresq.2025.08.003

Yawei Yang , Xiao Zhang , Nan Xiao , Xiang Hu , Ping Wang

{"title":"Developmental trajectories of young rural Chinese children's skills in mathematics and word reading: The roles of cognitive-linguistic skills","authors":"Yawei Yang , Xiao Zhang , Nan Xiao , Xiang Hu , Ping Wang","doi":"10.1016/j.ecresq.2025.08.003","DOIUrl":"10.1016/j.ecresq.2025.08.003","url":null,"abstract":"<div><div>This longitudinal study examined the relations between cognitive-linguistic skills and the developmental trajectories of mathematics and word reading abilities in 247 rural Chinese children. Baseline measures at age 4 (<em>M</em> ± <em>SD</em> = 50.46 ± 6.69 months) assessed four cognitive-linguistic skills (sustained attention, working memory, visual-spatial skills, and receptive vocabulary) and two academic skills (mathematics and word reading). Academic skills were reassessed at 12-month intervals over 2 years to examine the contribution of early cognitive-linguistic skills to academic development through age 6. Results of latent growth modeling showed that: (1) Sustained attention, working memory, and visual-spatial skills each made a unique contribution to the children's initial mathematics skills but not to their initial word reading skills; (2) Receptive vocabulary was related to children's initial word reading skills and their initial mathematics skills; (3) Working memory was related to the growth of children's mathematics and word reading skills, and sustained attention was related to the growth of their mathematics skills. These findings suggest that cognitive-linguistic skills contribute differentially to individual differences in mathematics and word reading skills among rural Chinese children. They also emphasize the need for educators and policymakers to improve rural education through implementing cognitive-linguistic intervention programs, thereby enhancing the academic development of rural children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 1-10"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144842731","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}

引用次数: 0

Father’s involvement is critical in social-emotional development in early childhood: A meta-analysis 父亲的参与对儿童早期社会情感发展至关重要：一项荟萃分析

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-08-20 DOI: 10.1016/j.ecresq.2025.08.001

Que Zheng , Liman Cai , Peishan Huang , Wei Huang , Yushan Ni

{"title":"Father’s involvement is critical in social-emotional development in early childhood: A meta-analysis","authors":"Que Zheng , Liman Cai , Peishan Huang , Wei Huang , Yushan Ni","doi":"10.1016/j.ecresq.2025.08.001","DOIUrl":"10.1016/j.ecresq.2025.08.001","url":null,"abstract":"<div><div>Father involvement is increasingly recognized as critical in children’s early social-emotional development. However, the extent and nature of this association across different populations and contexts remain unclear. This meta-analysis aims to synthesize the evidence on the relationship between father involvement and children’s social-emotional competence in early childhood. Additionally, it seeks to identify potential sample and study characteristics that may moderate these relationships. The current study reviewed 65 studies published in English and Chinese after 2000, involving a total of 154,801 child participants (49.34 % male) and 127,081 fathers (mean age = 30.58 years). Study-related and sample-related characteristics were included in moderator analyses. The results revealed significant correlations between father involvement and young children’s social-emotional competence (weighted <em>r</em>s ranged from .10 to .22). Fathers’ positive engagement, as well as warmth and responsiveness, contributed significantly to young children’s concurrent and longitudinal social-emotional competence. The impacts of such contributions were stronger among older fathers, between fathers and daughters, in the Asian countries, and when fathers’ warmth and responsiveness were reported by mothers. This meta-analysis provides robust evidence that father involvement is significantly associated with young children’s social-emotional development, informing policies and interventions aimed at promoting father involvement in children’s lives.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 26-34"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865357","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}

引用次数: 0

Associations of prosocial behavior with peer acceptance and rejection: a three-level meta-analysis 亲社会行为与同伴接受和拒绝的关系：一个三层次的元分析

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-11-04 DOI: 10.1016/j.ecresq.2025.10.009

XinRan Zheng , Qian Zhang

{"title":"Associations of prosocial behavior with peer acceptance and rejection: a three-level meta-analysis","authors":"XinRan Zheng , Qian Zhang","doi":"10.1016/j.ecresq.2025.10.009","DOIUrl":"10.1016/j.ecresq.2025.10.009","url":null,"abstract":"<div><div>Although prior studies assessed the associations of prosocial behavior with peer acceptance and rejection, the results are controversial. In this study, we aim to quantify the associations of prosocial behavior with peer acceptance and rejection, and to examine the potential moderating effects. A total of 72 eligible studies (155 effect sizes, 47,921 samples, <em>M</em><sub>age</sub> = 9.69, <em>SD</em> = 3.37) were included in the three-level meta-analysis. First, the pooled effect sizes (<em>r</em>) were calculated with random-effects model. Then, moderation analyses were conducted for categorical variables (i.e., reporters of peer relations, reporters of prosocial behavior) and continuous variables (i.e., age, sex, cultural dimensions). Results revealed that prosocial behavior was positively associated with peer acceptance (<em>r</em> = 0.395, 95 % CI [0.327, 0.449], <em>p</em> < 0.001) and negatively associated with peer rejection (<em>r</em> = -0.288, 95 % CI [-0.345, -0.230], <em>p</em> < 0.001). Reporters of peer relations moderated both associations of prosocial behavior with peer acceptance and peer rejection, whereas reporters of prosocial behavior exclusively moderated the association between prosocial behavior and peer acceptance. Age only moderated the relationship between prosocial behavior and peer rejection. Among all cultural dimensions, the index of power distance and indulgence moderated both the associations of prosocial behavior with peer acceptance and rejection, whilst the index of long-term orientation moderated the association between prosocial behavior and peer rejection. These findings indicate that cultivation of prosocial behavior may increase peer acceptance and decrease peer rejection. Moderators such as reporters, age and cultural dimensions should be included to evaluate the associations of prosocial behavior with peer acceptance and rejection.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 300-309"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145441936","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}

引用次数: 0

Concordance between direct assessment and adult report in assessing learning and developmental competencies of young children: A systematic review and meta-analysis 幼儿学习与发展能力评估中直接评估与成人报告的一致性：系统回顾与荟萃分析

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-10-24 DOI: 10.1016/j.ecresq.2025.10.006

Zeyi Li , Nirmala Rao , Jing Gong

{"title":"Concordance between direct assessment and adult report in assessing learning and developmental competencies of young children: A systematic review and meta-analysis","authors":"Zeyi Li , Nirmala Rao , Jing Gong","doi":"10.1016/j.ecresq.2025.10.006","DOIUrl":"10.1016/j.ecresq.2025.10.006","url":null,"abstract":"<div><div>A systematic review and meta-analysis examined the overall concordance between the results of direct assessment and adult report in assessing 2- to 5-year-olds’ learning and developmental competencies, and the possible moderators of the relation. The review included 48 studies published between 2000 and 2021, conducted in 21 different countries and regions, with 81 % of the participants from high-income contexts. More studies used both direct assessment and adult report to measure early learning after 2010 compared to before. These studies varied in terms of the respondents of the adult report, the age of the participants, the developmental domains assessed, the measurement tools, and the analytical methods used. The meta-analysis included 43 of these studies and 103 effect sizes. Analysis from the correlated and hierarchical effects model revealed a moderate correlation (<em>r</em> = .45, 95 % CI [.39, .50]) between direct assessment and adult report. Moderator analyses suggested that correlations between adult report and direct assessment were higher for younger children than for older children, and for the Literacy and Math domains than for other domains. Furthermore, child age and domains showed interactive effects on the concordance when assessing Language and Communication as well as Literacy. When controlling for child age, parent report showed a higher correlation with direct assessment in assessing Language and Communication than teacher report. However, there were no significant differences between parent report and teacher report in their correlations with direct assessment for the other developmental domains. Implications of the findings for research and practice are provided.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 253-265"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362092","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}

引用次数: 0

Influences of reading skills in mathematics achievement: A moderated mediation model 阅读技能对数学成绩的影响：一个有调节的中介模型

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-10-09 DOI: 10.1016/j.ecresq.2025.10.001

Isabelle Chang

{"title":"Influences of reading skills in mathematics achievement: A moderated mediation model","authors":"Isabelle Chang","doi":"10.1016/j.ecresq.2025.10.001","DOIUrl":"10.1016/j.ecresq.2025.10.001","url":null,"abstract":"<div><div>This study examined the conditional direct and indirect effects of kindergarten math skills on fifth-grade math achievement varying at levels of kindergarten reading proficiency. Participants were 18,174 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. Results show that kindergarten math skills had stronger direct effects on fifth-grade math achievement than kindergarten reading skills. There were unequal effects of kindergarten math skills on fifth-grade math achievement depending on the levels of kindergarten reading skills in that the effects were more pronounced for those with weaker kindergarten reading proficiency and diminished as reading skills advanced. The effects of kindergarten math skills on fifth-grade math achievement were through working memory, and the mediating effects were uneven across different kindergarten reading skills but stronger for children with weaker kindergarten reading skills. Therefore, less proficient readers in fall kindergarten exerted more from spring kindergarten math and working memory when addressing fifth-grade math problems. Findings suggest that the effects of kindergarten math skills on fifth-grade math success were not uniform across different levels of kindergarten reading skills and reading held a critical role in math success. Future studies should explore whether there are disproportionate effects of initial math skills on later math achievement varying by racial and socioeconomic backgrounds resulting in math disparities. Intervention programs intended to improve math performance to narrow the racial and socioeconomic disparities should include reading comprehension and reasoning.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 164-174"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145261690","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}

引用次数: 0

Understanding the barriers and enablers of babywearing using the COM-B model and the theoretical domains framework 使用COM-B模型和理论领域框架理解婴儿穿戴的障碍和推动因素

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-11-04 DOI: 10.1016/j.ecresq.2025.10.008

Diarmuid Verrier , Christopher J. Brown

{"title":"Understanding the barriers and enablers of babywearing using the COM-B model and the theoretical domains framework","authors":"Diarmuid Verrier , Christopher J. Brown","doi":"10.1016/j.ecresq.2025.10.008","DOIUrl":"10.1016/j.ecresq.2025.10.008","url":null,"abstract":"<div><div>Research suggests that ‘babywearing’ (the use of slings, wraps, and carriers) can have beneficial effects on the quality of parent-child attachment, maternal well-being, paternal responsiveness, breastfeeding behaviour, child mood, and child sleeping patterns. Recently, there has been a growth in the popularity of babywearing, but reports suggest there are significant challenges in engaging and maintaining the practice. This research used qualitative methods and concepts from behavioural science (the Theoretical Domains Framework and the COM-B model) to investigate the psychological, social, cultural, economic, and logistic factors that mothers perceive as barriers and enablers in relation to babywearing. Seventeen mothers with experience of babywearing were interviewed. They reported both positive and negative aspects of babywearing, and many factors that made babywearing easier or more difficult. Notable issues including access to babywearing equipment, access to training and support, difficulty/ease of use, convenience/empowerment relative to other baby transport solutions, physical capacity, and social pressure/support. The findings provide a rich social, motivational, and behavioural description of the factors that influence people’s decision to babywear and suggest several approaches that baby-wearing advocates could use to support their work.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 288-299"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145434954","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}

引用次数: 0

Academic impacts of a mindfulness-based intervention on early grades students attending high-needs schools 正念干预对高需求学校低年级学生的学术影响

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-09-17 DOI: 10.1016/j.ecresq.2025.09.003

Amanda J. Moreno , Rebecca Hinze-Pifer , Stephen Baker , Reiko Kakuyama-Villaber , Adenia Linker

{"title":"Academic impacts of a mindfulness-based intervention on early grades students attending high-needs schools","authors":"Amanda J. Moreno , Rebecca Hinze-Pifer , Stephen Baker , Reiko Kakuyama-Villaber , Adenia Linker","doi":"10.1016/j.ecresq.2025.09.003","DOIUrl":"10.1016/j.ecresq.2025.09.003","url":null,"abstract":"<div><div>Academic impacts of school-based mindfulness programs (SBMPs) have been far less studied than social and emotional ones (Roeser et al., 2022), which is surprising considering the intuitive as well as documented ability of mindfulness exercises to train attentional mechanisms. The current study was set up to examine the impact of an SBMP on the executive function, verbal performance, and math performance of a sample of students (n’s = 1,116-1533) in the K-2 grades, relative to a more traditional, social scenarios-based social and emotional learning (SEL) program. 32 Chicago Public Schools were randomly assigned to either the treatment group, which employed the Calm Classroom K-2 program (CCK2; Luster Learning Institute), or the active control group, which employed the district’s default SEL program, Second Step (Committee for Children). The CCK2 group demonstrated advantages in verbal performance after one year of programming (impact estimate = .35 SD) and no other statistically significant program impacts, although any non-trivial differences also favored CCK2 (impact estimates = .05 - .21 SD). Treatment-control differences after two years were smaller, which was contrary to expectations. Exploratory moderation analyses did not reveal any specialized findings within subgroups (e.g., gender, race), or by implementation fidelity. Findings are discussed in terms of the conservative design, implementation challenges in a large-scale program within high-needs public schools, and the different potential mechanisms operating in these programs, making them more complementary than competitive, and suggesting merit in offering non-cognitive activities that employ both “internal” and “external” approaches.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 106-116"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145093844","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}

引用次数: 0

Development of teacher-child conversations during three years of teacher coaching in dialogic approach to reading 三年来对话式阅读教学中师生对话的发展

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-11-03 DOI: 10.1016/j.ecresq.2025.10.007

Janne Lepola, Anu Kajamies, Mikko Tiilikainen, Tiia Lindfors

{"title":"Development of teacher-child conversations during three years of teacher coaching in dialogic approach to reading","authors":"Janne Lepola, Anu Kajamies, Mikko Tiilikainen, Tiia Lindfors","doi":"10.1016/j.ecresq.2025.10.007","DOIUrl":"10.1016/j.ecresq.2025.10.007","url":null,"abstract":"<div><div>This study examined the development of teacher–child conversations in the context of a three-year-long professional development on dialogic reading. Five early education teachers and their story groups, comprising three to six five-year-old Finnish-speaking children from three different cohorts, participated in the study. Thirty reading aloud sessions, 10 from each cohort, were video-recorded in the fall and spring semesters. The dynamics of teacher–child conversations were analyzed using the initiation–response–follow-up framework. We explored the development of teachers’ initiations and follow-ups, and the within-cohort changes in children’s responses. Sequential relationships between teachers’ initiations and follow-ups and the different types of children’s responses, as well as conversational lengths, were examined. The results showed an upward trend in the number of teachers’ initiations and follow-ups during each cohort period. Children’s literal responses were the most prevalent. Positive within-cohort improvement was found in children’s inferential responses, along with a small but meaningful dose of creative type of talk. Sequential analysis showed that teachers’ closed questions strongly determined children’s literal responses, and the probability of children’s inferential responses to teachers’ open-ended questions increased. Lengthier conversations were linked to teachers’ open-ended questions and the use of explorative questions. We discuss the theoretical and practical underpinnings of teacher change in relation to dialogic reading practices.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 275-287"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145434378","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}

引用次数: 0

Links among early childhood leadership, teacher-child interaction quality, and teacher retention 幼儿领导、师生互动质量与教师留任的关系

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-09-25 DOI: 10.1016/j.ecresq.2025.09.006

Anna J. Markowitz , Justin B. Doromal , Tammy Y. Yabiku

{"title":"Links among early childhood leadership, teacher-child interaction quality, and teacher retention","authors":"Anna J. Markowitz , Justin B. Doromal , Tammy Y. Yabiku","doi":"10.1016/j.ecresq.2025.09.006","DOIUrl":"10.1016/j.ecresq.2025.09.006","url":null,"abstract":"<div><div>Stable high quality early learning opportunities provide essential benefits for both young children and their caregivers, who rely on care for work. Central to this function is the skill and stability of the early educator in the room, who’s daily interactions and consistent present both support development and provide adults with assured daily caregiving support. Unfortunately, working conditions in U.S. early learning sites often result in low levels of classroom quality and high teacher turnover. This study explores the potential role of early childhood leadership in bolstering both quality and retention in early learning sites. Using a large sample of publicly-funded early learning sites in Louisiana we estimate the relationship between teachers’ perceptions of their leaders and an observational measure of teacher-child interactions, teachers’ intentions to stay in the field, and observed teacher retention one year later. We also explore variability by leadership domain. We find evidence that teachers’ ratings of leaders do shape all outcomes, with variable domain-level relationships for each outcome. Policy implications are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 117-135"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158205","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}

引用次数: 0