Early Childhood Research Quarterly最新文献

{"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}

{"title":"Are food and nutrition assistance programs fostering an equitable early care and education (ECE) food environment? A systematic review utilizing the RE-AIM framework","authors":"Tirna Purkait ,&nbsp;Dipti A. Dev ,&nbsp;Deepa Srivastava ,&nbsp;Lisa Franzen-Castle ,&nbsp;Allison Magness Nitto ,&nbsp;Erica L. Kenney","doi":"10.1016/j.ecresq.2024.08.010","DOIUrl":"10.1016/j.ecresq.2024.08.010","url":null,"abstract":"<div><h3>Background</h3><p>Health inequities related to poor diet, food insecurity, and obesity negatively affect children from low-income minority families. The USDA administers Food and Nutrition Assistance Programs (FNAPs) in Early Care and Education settings (ECEs) to safeguard the health of vulnerable children. However, the extent to which FNAPs provide an equitable food environment in ECEs remains unclear.</p></div><div><h3>Objective</h3><p>Examine FNAPs’ association with young children's (2–6 years) food environment in ECE through a systematic review using the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework. The primary focus is to operationalize RE-AIM in ECE context and evaluate FNAPs' association with the ECE food environment using an equity lens.</p></div><div><h3>Measurable outcomes</h3><p>Food environment dimensions were assessed at three levels: ECE setting (availability, accessibility, affordability, acceptability, accommodation); ECE provider (feeding practices); and child (dietary intake, food insecurity, BMI percentile).</p></div><div><h3>Results</h3><p>The review included 38 articles (cross-sectional=30, mixed method=1, pre-post=5, longitudinal=2) with Child and Adult Care Food Program (CACFP; <em>n</em> = 35), Farm to ECE (<em>n</em> = 2), and Food Bank-ECE program partnership (<em>n</em> = 1). No study addressed all RE-AIM indicators. CACFP participation showed positive association with healthy food availability (<em>n</em> = 28), feeding practices (<em>n</em> = 12), child dietary intake (<em>n</em> = 6), and reduced risk of being overweight (<em>n</em> = 1). Farm to ECE interventions showed increased local food affordability (<em>n</em> = 1) and children's acceptance of healthy foods (<em>n</em> = 1). No study addressed foods served in ECEs to accommodate cultural diversity, special dietary needs, developmental disabilities, or reported child food insecurity.</p></div><div><h3>Conclusion</h3><p>CACFP emerges as the most prevalent FNAP nationally for having potential to improve ECE food availability and feeding practices, but further research is needed to address equity gaps by examining its impact on child outcomes (dietary intake, BMI percentile) across diverse geographic locations (urban vs. rural), ECE organizational structures (center-based vs. home-based), and demographic characteristics of ECE providers and children.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 30-39"},"PeriodicalIF":3.2,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142163704","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 Interrelations between home numeracy activities, children's attitudes toward mathematics, and their mathematics achievement","authors":"Xiangzi Ouyang ,&nbsp;Winnie Wai Lan Chan","doi":"10.1016/j.ecresq.2024.08.008","DOIUrl":"10.1016/j.ecresq.2024.08.008","url":null,"abstract":"<div><p>Children's mathematical development in the early years is critical for their future academic success. Based on Bandura's (1986) triadic reciprocal model of children's cognitive development, this study examined the reciprocal relations between children's attitudes toward mathematics, mathematics fluency, and home numeracy activities in 248 Chinese preschool children (123 boys; mean age = 52.43 months, SD = 4.65). The children and their caregivers were assessed at three time points from the second preschool year to the third preschool year, with intervals of five to seven months between time points. The cross-lagged results indicated that children's attitudes toward mathematics at Time 1 were associated with the frequency of operational, mapping, and informal numeracy activities at Time 2. However, mathematics fluency performance at Time 3 was predicted only by operational activities at Time 2. In addition, children's mathematics attitudes and fluency performance were reciprocally correlated (i.e., mathematics attitudes at Time 1 contributed to children's mathematics fluency at Time 2, which in turn, contributed to their mathematics attitudes at Time 3). This study highlights the active role played by young children in changing the home numeracy environment and developing their mathematical abilities.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 19-29"},"PeriodicalIF":3.2,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142149457","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":"“I now see my toddler as a helper, not just somebody in need of help”: Raising Helpful Toddlers training","authors":"Luc Fairchild,&nbsp;Larissa G. Duncan","doi":"10.1016/j.ecresq.2024.08.002","DOIUrl":"10.1016/j.ecresq.2024.08.002","url":null,"abstract":"<div><p>Helping other people benefits children and is fundamental to a functioning society. A novel training, Raising Helpful Toddlers (RHT), focuses on beneficial Indigenous heritage parent socialization practices previously described. RHT participants were thirty U.S. toddler parents/caregivers, aged 28–46, 26/4 female/male ratio; 73.3 % White, 13.3 % Asian, 6.7 % African or Black/African American, 3.3 % Asian and White, 3.3 % American Indian and Hispanic, and highly educated on average, with children aged 12 to 48 months. RHT consists of a 2-hour online training, followed up with daily logs and interviews to support the training while collecting qualitative data. Feasibility was indicated by high rates of parent recruitment, satisfaction, and use of RHT strategies. Average parenting self-efficacy increased at post-test, with a moderate to large effect size, according to a repeated-measures <em>t</em>-test, t(28)=3.792, <em>p</em> &lt; .001, <em>d</em> = 0.58. Many parents reported improvements at post-test including less stress when doing chores and changed beliefs, actions, and speech. Results suggest that parenting practices described in Indigenous-heritage families can be beneficial across cultural contexts. Keywords: Indigenous, Parenting, Family, Intervention, Early Care, Early Education, Prosocial Behavior, Moral Development</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 1-18"},"PeriodicalIF":3.2,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142149456","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":"Introduction to the special issue: Advancing the science of early childhood expulsion prevention","authors":"Katherine M. Zinsser ,&nbsp;Alysse M. Loomis ,&nbsp;Iheoma U. Iruka","doi":"10.1016/j.ecresq.2024.08.005","DOIUrl":"10.1016/j.ecresq.2024.08.005","url":null,"abstract":"","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 177-180"},"PeriodicalIF":3.2,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142138516","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":"Examining the malleability of young children's flexible attention to numerical and spatial magnitudes","authors":"Molly K. Griffin,&nbsp;Marissa Brown,&nbsp;Kathryn White,&nbsp;Deja Richardson,&nbsp;Kamyah Summers,&nbsp;Mitchell Hanson,&nbsp;Mary C. Wagner","doi":"10.1016/j.ecresq.2024.08.003","DOIUrl":"10.1016/j.ecresq.2024.08.003","url":null,"abstract":"<div><p>Math ability is critical to children's future school and career success, and prior studies show that flexible attention to magnitudes (FAM) predicts children's future math abilities over and above other early math skills. FAM broadly refers to the ability to switch flexibly between attending to different dimensions of magnitude (e.g., size and numerosity). In the current study, we created an intervention using number books to test, for the first time, the malleability of children's FAM ability. A randomized experiment was conducted with 116 preschool-age children (Mage = 55.6 months; 54.3 % female) to test our hypothesis that FAM ability is malleable and can be trained using number books. The intervention included four conditions to which children were randomly assigned: size-to-number, mixed, conventional counting, and non-numerical. The experimental conditions were size-to-number and mixed, while the conventional counting and non-numerical conditions served as controls. Consistent with our hypothesis, children significantly improved in FAM task performance from pre- to post-intervention within the experimental groups, but not within the control groups. Furthermore, children in the two experimental conditions combined significantly improved number line estimation scores from pre- to post-intervention, unlike the combined two control conditions. Implications of these findings on the development of future FAM interventions are discussed.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 166-176"},"PeriodicalIF":3.2,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142088650","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":"Impact of the Chicago universal pre-kindergarten expansion: Effects on pre-kindergarten capacity and enrollment and implications for equity","authors":"Kathryn Gonzalez ,&nbsp;Terri J. Sabol ,&nbsp;Diane Whitmore Schanzenbach","doi":"10.1016/j.ecresq.2024.08.004","DOIUrl":"10.1016/j.ecresq.2024.08.004","url":null,"abstract":"<div><p>In 2019, Chicago began transitioning from a targeted pre-K program to free, full-day universal pre-K (UPK). By design, the transition intended to expand capacity over a few years, prioritizing access in more disadvantaged areas before moving on to more advantaged areas. We analyzed the transition path, showing capacity and enrollment over time across neighborhoods categorized by poverty rates, racial and ethnic composition, and economic resources. We also used a difference-in-differences approach to examine the causal impact of the expansion on access and explore implications for equity. We found that Chicago's UPK increased 4-year-old enrollment in free, full-day pre-K programs in Chicago Public Schools, largely through replacing half-day seats with full-day seats, with no negative effect on 3-year-old enrollment. We also found that capacity and enrollment generally were expanded earlier in neighborhoods with higher levels of disadvantage. Importantly, all communities across the city experienced increases in capacity and enrollment through the UPK expansion, suggesting it is possible to expand access across sociodemographic groups without compromising access for children living in historically underinvested neighborhoods. As local efforts across the nation expand to increase access to publicly funded programs, the Chicago UPK expansion can serve as a model.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 154-165"},"PeriodicalIF":3.2,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142048258","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}