Early Childhood Research Quarterly最新文献

{"title":"Experiences of child care providers serving subsidy-receiving children involved in the child protective services system: Implications for equitable access","authors":"Yoonsook Ha ,&nbsp;Roberto S. Salva ,&nbsp;Juliann H. Nicholson ,&nbsp;Kate Giapponi Schneider ,&nbsp;Pamela Joshi ,&nbsp;Mary E. Collins ,&nbsp;Paripoorna Baxi","doi":"10.1016/j.ecresq.2024.12.004","DOIUrl":"10.1016/j.ecresq.2024.12.004","url":null,"abstract":"<div><div>Utilization rates of early care and education (ECE) programs among young children (ages 0-5) involved with child protective services (CPS) are significantly lower than those of all U.S. children in this age group (39% vs. 74%). Research on factors contributing to this disparity, potentially driven by inequitable access to care, is limited. Expanding access to quality ECE for CPS-involved children depends on ECE providers’ willingness and capacity to serve them, yet no studies have examined ECE providers’ experiences in this context. This study analyzes focus group data from 84 diverse ECE providers across Massachusetts who provide subsidized child care to CPS-involved children, aiming to understand providers’ experiences and identify resources and supports needed to meet these children's needs. Using the social ecological model, providers’ experiences are categorized into three major themes and subthemes: (1) individual factors (responding to critical needs of children, a sense of satisfaction and fulfillment through serving them, relevant knowledge and experience with the population), (2) child and family-related challenges (meeting children's behavioral needs, challenges in engaging with families, inconsistence attendance due to transportation), and (3) community and policy factors (need for resources and financial support, specialized trainings such as trauma-informed care, behavioral management, better information-sharing about children's circumstances, influence of foster care placement on child care settings, needs for greater subsidy policy flexibility). Implications for policymakers, ECE providers, and future research are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 70-80"},"PeriodicalIF":3.2,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142823069","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":"Does Head Start or public Pre-Kindergarten enrollment matter? Associations with children's long-term school attendance in Baltimore City","authors":"Lieny Jeon ,&nbsp;Margaret R. Burchinal ,&nbsp;Sooyeon Byun","doi":"10.1016/j.ecresq.2024.11.012","DOIUrl":"10.1016/j.ecresq.2024.11.012","url":null,"abstract":"<div><div>The present study examined to what extent children's enrollment in Head Start and public Pre-Kindergarten (PreK) is associated with their absenteeism from kindergarten to fifth grade. Using a cohort of kindergarteners (5-years-old) in the Baltimore City Public Schools District (<em>n</em> = 7,447), Head Start and Pre-K enrollment and school attendance records were analyzed. About half of students were male (51 %), 80 % of students were Black, non-Hispanic, 9 % were White, non-Hispanic, 9 % were Hispanic, and 2 % identified as “Other” racial categories. Results indicated that children who were enrolled in Head Start or Pre-K had lower absence rates during the kindergarten year compared to those who were not enrolled in these ECE settings; the effect size was small to medium after controlling for child demographic factors and neighborhood characteristics. One of the neighborhood characteristics, measured by the Child Opportunity Index, was significantly and negatively associated with school absence rates with a small effect size. In addition, the gap in school attendance between the Head Start/PreK participants and non-Head Start/PreK participants persisted over time up to fifth grade without fading out. The findings suggest that it is critical to provide extended opportunities for children with socioeconomic challenges to access ECE programs prior to their schooling.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 59-69"},"PeriodicalIF":3.2,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790073","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":"Understanding associations between early social-emotional screening status and primary school children´s social-emotional well-being in Finland","authors":"Päivi M.E. Pihlaja ,&nbsp;Piia-Kaisa Åminne ,&nbsp;Alice S. Carter ,&nbsp;Nina Sajaniemi","doi":"10.1016/j.ecresq.2024.11.013","DOIUrl":"10.1016/j.ecresq.2024.11.013","url":null,"abstract":"<div><div>The present study examined associations between social, emotional, and behavior (SEB) problems in toddlerhood and social and emotional strengths and difficulties at eight years of age. In addition, we were interested in associations between parental worry about the child´s psychosocial and language development in toddlerhood and social and emotional strengths and difficulties at age eight years. Participants were 554 children (52.7% boys) and their parents, involved in a longitudinal study with annual assessments. Parents rated children´s social-emotional competence at eighteen months, using the Brief Infant-Toddler Social and Emotional Assessment (BITSEA), and again at eight years, using the Strengths and Difficulties Questionnaire (SDQ). Parental age, education, socio-economic status and income were applied as control variables. Sex effects were also investigated. Early SEB problems predict some, but not all, aspects of later SE development. While competence delay was associated with less prosocial behavior, SEB problems predicted only hyperactivity and conduct problems, not later peer problems or emotional symptoms. Parental worry, especially about child language development, was an important indicator of later SEB problems. Based on our study results, actions and interventions aiming to support children´s SE development throughout childhood should take into consideration its differentiated form and associations. Furthermore, parental worry about children´s language development should not be ignored when diagnosing SEB problems and competence delays.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 49-58"},"PeriodicalIF":3.2,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790106","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":"Investigating child care decision-making to understand access among families with low incomes","authors":"Jennifer K. Finders ,&nbsp;Guadalupe Díaz Lara ,&nbsp;Megan E. Pratt ,&nbsp;Inga J. Nordgren ,&nbsp;Wendy Ochoa","doi":"10.1016/j.ecresq.2024.11.014","DOIUrl":"10.1016/j.ecresq.2024.11.014","url":null,"abstract":"<div><div>In the present study, we examine the extent to which demographic factors, including household subsidy receipt, predict child care access among families with low incomes. To operationalize access, we investigate parental decision-making factors that align with multiple dimensions of the family access framework (i.e., reasonable effort, affordability, support of child development, and meeting parent's needs; Thomson et al., 2020) during the search for a new child care arrangement. Data come from the 2019 National Survey of Early Care and Education and includes 779 low-income families (<em>m</em> annual income = $27,023.51, <em>SD</em> = $15,271.35) with children under the age of 5 who engaged in a child care search during the past two years. Results from logistic regression models revealed various patterns of access according to household race and ethnicity, the age of the child for whom the search was performed, degree of community urbanicity, and whether households received a child care subsidy in the past 12 months. Notably, families in households who received a subsidy had more than two times greater likelihood of finding child care during their search relative to families in households who did not receive a subsidy. Findings have implications for policies designed to expand access to underrepresented populations and in underserved areas.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 35-48"},"PeriodicalIF":3.2,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790107","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":"A new set of tools for capturing the language used by and with latine preschoolers: The index of sophisticated preschool vocabulary / Índice de vocabulario sofisticado pre-escolar","authors":"Adina Schick,&nbsp;Cassie Wuest,&nbsp;Gigliana Melzi","doi":"10.1016/j.ecresq.2024.11.006","DOIUrl":"10.1016/j.ecresq.2024.11.006","url":null,"abstract":"<div><div>Countless studies have highlighted the critical relation between children's vocabulary during the preschool years and their future academic success. Although much of this work has focused on the number of words young children are exposed to, another key aspect of children's vocabulary is their knowledge and use of sophisticated words. However, to date, there has been no systematic tool for capturing preschoolers’ vocabulary sophistication in both English and Spanish. Thus, the present study sought to develop, pilot, and explore the validity of a tool for capturing the sophisticated vocabulary used by and with young Latine children. Findings resulted in the creation and validation of the <em>Index of Sophisticated Preschool Vocabulary (ISP-English) / Índice de vocabulario sofisticado pre-escolar (ISP-Spanish)</em>, tools that can support researchers and educators in accurately and equitably capturing Latine preschoolers’ exposure to and use of sophisticated vocabulary.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 26-34"},"PeriodicalIF":3.2,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142746122","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":"Why is ECE enrollment so complicated? An analysis of barriers and co-created solutions from the frontlines","authors":"Kristen A Copeland ,&nbsp;Alexis Amsterdam ,&nbsp;Heather Gerker ,&nbsp;Desire Bennett ,&nbsp;Julietta Ladipo ,&nbsp;Amy King","doi":"10.1016/j.ecresq.2024.11.007","DOIUrl":"10.1016/j.ecresq.2024.11.007","url":null,"abstract":"<div><div>Numerous studies have examined the processes parents use in accessing early care and education (ECE) for their children and the barriers parents face to enroll. To our knowledge, previous studies have not engaged both parents and frontline ECE enrollment staff as co-investigators to examine family perspectives and a systems perspective simultaneously. This qualitative study compiled a research team of diverse (family, provider, academic) perspectives combining principles of community-based participatory research (CBPR) and human-centered design in peer-led qualitative interviews (<em>n</em> = 20), focus groups (<em>n</em> = 5) with local ECE staff and managers, and several community synthesis and design sessions (<em>n</em> = 6) with caregivers, ECE staff, and local thought leaders in Cincinnati, Ohio. The goals of the study were to: 1) identify policy-relevant and system-level barriers that keep families with low incomes or families of color from enrolling in high-quality ECE programs and 2) co-design potential policy- and system-interventions or prototypes with parents and local ECE agency partners to overcome these barriers. Nine types of barriers in three categories were elucidated by parents and ECE staff: 1) enrollment barriers such as parents’ lack of awareness of options, excessive and redundant paperwork, outdated technologies used, and lack of transparency paired with poor follow-up communication from ECE staff; 2) practical and logistical barriers such as cost, transportation, and concerns about COVID; and 3) human-factors concerns related to safety, trust, and diversity of ECE environment. Peer researchers co-created eight policy- or system- prototypes or interventions to address these barriers. While our findings suggest that access challenges remain ubiquitous locally, they also demonstrate what is possible when researchers and policymakers intentionally involve targeted users of ECE policy in the designs of those policies and systems.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 12-25"},"PeriodicalIF":3.2,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142746121","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":"Exploring home visitors’ use and perceptions of developmental monitoring: A mixed methods study","authors":"Sarah Behrens ,&nbsp;Lisa A. Mische Lawson ,&nbsp;Kathryn Bigelow ,&nbsp;Evan Dean ,&nbsp;Alice Zhang ,&nbsp;Lauren H. Foster ,&nbsp;Mindy S. Bridges","doi":"10.1016/j.ecresq.2024.11.011","DOIUrl":"10.1016/j.ecresq.2024.11.011","url":null,"abstract":"<div><div>Developmental monitoring is an early identification practice essential to identifying a developmental disability in young children. Families play a critical role in developmental monitoring and report greater reliance on community-based programs than on their children's physician to support child development; however, little research has focused on the role of community-based home visitors. We sought to understand home visitors’ experiences with families of young children specific to the recommended developmental monitoring components. Using a mixed methods approach, we surveyed 72 home visitors and interviewed 7 home visitors through focus groups. Results showed that home visitors used the recommended developmental monitoring components with several significant relationships, as well as the overall combined facilitating factors and combined use of the developmental monitoring components. Home visitors experienced varying facilitating factors and barriers, including the use of child development screening tools, cultural and linguistic diversity, and others. These findings indicate that the inclusion of home visitors in developmental monitoring is valuable to early identification practices.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 1-11"},"PeriodicalIF":3.2,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142722686","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":"The association between maternal social information processing and preschool children social and learning problems via maternal insightfulness and children's social information processing","authors":"Amanda A. Czik ,&nbsp;Einat Elizarov ,&nbsp;Yair Ziv","doi":"10.1016/j.ecresq.2024.11.010","DOIUrl":"10.1016/j.ecresq.2024.11.010","url":null,"abstract":"<div><div>Research on early mother-child relationships have long established the associations between maternal thought processes and their children's thoughts and behaviors; however, the pathways behind this intergenerational transference have not yet been fully clarified. Accordingly, the current study focuses on the potential indirect associations between mothers’ social cognition, that is their thinking about social interactions, and children's behavior in preschool through the observed quality of the mother-child relationship and children's social cognition. Specifically, from mothers’ negative social information processing (SIP) patterns to children's social and learning behaviors via maternal insightfulness, dyadic mother-child emotional availability, and children's SIP patterns. The sample included 301 preschoolers and their mothers; data were collected via mother and child direct assessments, video-taped interactions, and teacher questionnaires. Results confirmed connections between mothers’ SIP and their insightfulness regarding their child's thoughts and behaviors, maternal insightfulness and dyadic emotional availability, insightfulness and children's SIP, and children's aggressive SIP patterns with their learning and social behaviors. A partial pathway was introduced and confirmed whereby maternal SIP predicted children's preschool behaviors via maternal insightfulness and children's SIP.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 404-413"},"PeriodicalIF":3.2,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142696381","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":"Child care use, preferences and access constraints among Native American, immigrant, refugee and Spanish-speaking families in New Mexico","authors":"Hailey Heinz ,&nbsp;Dana Bell ,&nbsp;Darlene Castillo ,&nbsp;Rebecca Fowler ,&nbsp;Yoselin Cordova ,&nbsp;Sheri Lesansee ,&nbsp;Andrew L. Breidenbach ,&nbsp;Ruth Juarez ,&nbsp;Bibek Acharya ,&nbsp;Alexis Kaminsky","doi":"10.1016/j.ecresq.2024.11.008","DOIUrl":"10.1016/j.ecresq.2024.11.008","url":null,"abstract":"<div><div>This qualitative study examined the child care usage, preferences, and access constraints experienced by diverse parents and primary caregivers in New Mexico in 2020 and 2021. It also investigated the accommodations or compromises families made in response to constraints. Recruitment focused on families with at least one child under age five in four groups of interest: Native Americans, Spanish speakers, Asian immigrants, and African and Middle Eastern refugees. The study found substantial commonalities across the groups, in that all struggled to access child care that they perceived as both affordable and high quality. Difficulties with transportation and finding care available during non-traditional hours emerged as challenges across populations. Families expressed distinct child care challenges and preferences grounded in their cultures, with Native American caregivers reporting limited care options for infants and toddlers on tribal lands, and a desire for care based in indigenous language and practices to help stem systemic cultural loss. Spanish speakers reported fewer access constraints than immigrant and refugee populations who spoke other languages, due in part to the widespread use of Spanish in New Mexico's communities and care settings. Families who did not speak English or Spanish described linguistic access barriers and expressed preferences for linguistically and culturally concordant care, including care that would provide foods and care grounded in Muslim culture. Findings have implications for policymakers seeking to incentivize and support a child care supply that will meet the needs of diverse families.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 393-403"},"PeriodicalIF":3.2,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142696382","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":"Factors affecting enrollment of children with disabilities in child care and early education programs: A mixed methods study of Arkansas center-based programs","authors":"Melissa Stoffers ,&nbsp;Gerilyn Slicker ,&nbsp;Jessica Ain","doi":"10.1016/j.ecresq.2024.11.009","DOIUrl":"10.1016/j.ecresq.2024.11.009","url":null,"abstract":"<div><div>Children with disabilities experience various barriers to accessing child care and early education despite federal legislation that supports their inclusion in early care programs. This secondary analysis of mixed methods data explores factors that influence enrollment of children with disabilities from the perspective of licensed, center-based early childhood providers in Arkansas. Using survey data from 463 providers, we examined features of centers and their communities associated with child care and early education access for children with disabilities in Arkansas, finding that various features were related to serving and not serving children with disabilities. Additionally, we conducted a thematic analysis of interviews with 35 providers, finding that disability diagnosis, state and program policies, demand, confidence in staff and access to training, and referrals were important to providers’ decision-making process of enrolling children with disabilities. Integrated quantitative and qualitative results have implications for state policies that could increase enrollment of children with disabilities into early childhood programs.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 381-392"},"PeriodicalIF":3.2,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142696383","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}