Early Childhood Research Quarterly最新文献_第5页

Utilizing state workforce registries and targeted surveys to investigate workforce wellbeing 利用国家劳动力登记和有针对性的调查来调查劳动力福利

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-09-11 DOI: 10.1016/j.ecresq.2025.09.001

Alexandra M. Daro , Greg W. Welch , Kimberlee Belcher-Badal , Wayne Mayfield

{"title":"Utilizing state workforce registries and targeted surveys to investigate workforce wellbeing","authors":"Alexandra M. Daro , Greg W. Welch , Kimberlee Belcher-Badal , Wayne Mayfield","doi":"10.1016/j.ecresq.2025.09.001","DOIUrl":"10.1016/j.ecresq.2025.09.001","url":null,"abstract":"<div><div>The twofold aim of the presented work was to detail a partnership with the first and third authors, the National Workforce Registry Alliance (NWRA), and two state ECE professional registries and to demonstrate the viability of state workforce registry data and the utility of combining survey data and registry data to investigate predictors of professional and personal workforce wellbeing. Administrative data from state workforce registries was linked to survey data collected by the NWRA (<em>n</em> = 902 respondents). Respondents represented different settings (center-based and family child care home) and roles (teachers and administrators). The Early Childhood Professional Wellbeing Framework (Gallagher & Roberts, 2022) was used to develop a path analysis to demonstrate the effectiveness of the partnership and test the relationships between individual and contextual elements of the framework and latent variables representing professional and personal wellbeing. No individual and contextual elements significantly predicted personal wellbeing, however being part of a historically marginalized population, working in family child care homes, and having more years of experience all significantly predicted professional wellbeing. Professional wellbeing also significantly, positively predicted personal wellbeing (<em>β</em> = 0.95, <em>p</em> < 0.001). The full set of individual and contextual elements and professional wellbeing accounted for 88% of the variance in personal wellbeing (<em>R<sup>2</sup></em> = 0.88, <em>p</em> < 0.001). The utility of workforce registry data, aspects of the partnership, and the benefits and challenges of the process are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 79-91"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048473","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

Is participation in the target poverty alleviation program associated with early childhood development? Evidence from Southwest China 参与目标扶贫项目是否与儿童早期发展有关？来自中国西南的证据

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-09-08 DOI: 10.1016/j.ecresq.2025.08.007

Li Huang , Jin Sun , Ling Li , Li Cao

{"title":"Is participation in the target poverty alleviation program associated with early childhood development? Evidence from Southwest China","authors":"Li Huang , Jin Sun , Ling Li , Li Cao","doi":"10.1016/j.ecresq.2025.08.007","DOIUrl":"10.1016/j.ecresq.2025.08.007","url":null,"abstract":"<div><div>Significant efforts have been made globally to alleviate poverty and achieve sustainable development. While the economic benefits and improved living standards from such programs are well-documented, their impact on early childhood development (ECD) remains less understood. This study investigated whether participation in China’s Targeted Poverty Alleviation (TPA) program, which was designed as a sustainable livelihood initiative, was associated with ECD in different domains, beyond its primary goal of poverty alleviation. Additionally, it explored the potential mediating roles of parental investment and parental care. The sample included 1,415 families with children aged 18–42 months (632 girls) from 33 remote and mountainous towns in southwestern China, of which 432 families had participated in the TPA program. All families had been lifted out of absolute poverty during the data collection period. Children’s development was assessed using the Chinese version of the Bayley Scales of Infant and Toddler Development, Third Edition. Hierarchical linear modeling revealed a positive association between TPA participation and children’s socio-emotional development, with the presence of parental care identified as a significant mediator. These findings suggest that TPA participation, by facilitating parental care, supports children’s socio-emotional development. This study highlights the importance of integrating parenting-friendly strategies into poverty alleviation programs to enhance both household economic security and ECD outcomes in low-income families.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 69-78"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145010006","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

A novel ecological model of holistic early childhood workforce well-being: The utilization of an ai-assisted systematic review 一个全新的整体幼儿劳动力福利生态模型：利用人工智能辅助系统评价

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-10-10 DOI: 10.1016/j.ecresq.2025.09.007

Lieny Jeon , Kyong-Ah Kwon , Sooyeon Byun , Dominique Charlot-Swilley , Celene E. Domitrovich , Charlotte V. Farewell , Timothy G. Ford , Holly Hatton , Yoonkyung Oh , Jini E. Puma , Early Head Start/Head Start Workforce Well-Being Consortium

{"title":"A novel ecological model of holistic early childhood workforce well-being: The utilization of an ai-assisted systematic review","authors":"Lieny Jeon , Kyong-Ah Kwon , Sooyeon Byun , Dominique Charlot-Swilley , Celene E. Domitrovich , Charlotte V. Farewell , Timothy G. Ford , Holly Hatton , Yoonkyung Oh , Jini E. Puma , Early Head Start/Head Start Workforce Well-Being Consortium","doi":"10.1016/j.ecresq.2025.09.007","DOIUrl":"10.1016/j.ecresq.2025.09.007","url":null,"abstract":"<div><div>A critical factor in promoting quality practices in early care and education (ECE) settings is educator well-being, a multi-dimensional construct influenced by a variety of contextual factors. There has yet to be consensus on conceptualizing early childhood workforce well-being in a way that encompasses multiple factors and complex dynamics among them. Designed by an interdisciplinary group of scholars, this study aimed to develop a novel conceptual model, the <em>Ecological Model of Holistic ECE Workforce Well-Being</em>, that captures multiple layers of well-being. In addition, this new model was validated using an AI-assisted systematic review that identified 345 studies published between 1990 and 2023 for inclusion. We examined four core domains of ECE workforce well-being (i.e., physical, psychological, and professional well-being and health behaviors) and how these have been studied in the literature with regards to relational well-being and contextual factors. While our systematic review covers literature published between 1990 and 2023, it is noteworthy that there has been growing attention to ECE workforce well-being since 2019. However, most studies focused on one or two indicators of well-being using descriptive or correlational methods. This study provides future directions for ECE workforce well-being research and practice by identifying gaps in the literature that could support efforts to professionalize the ECE workforce and, ultimately, enhance the quality of care and learning for young children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 199-210"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145261694","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

Children's friendship quality in early childhood education: the interplay with classroom quality, participation practices, and length of exposure to the ECE teacher 幼儿教育中儿童的友谊质量：与课堂质量、参与实践和接触幼儿教育教师时间的相互作用

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-09-13 DOI: 10.1016/j.ecresq.2025.08.006

Nadine Correia , Helena Carvalho , Cecília Aguiar

{"title":"Children's friendship quality in early childhood education: the interplay with classroom quality, participation practices, and length of exposure to the ECE teacher","authors":"Nadine Correia , Helena Carvalho , Cecília Aguiar","doi":"10.1016/j.ecresq.2025.08.006","DOIUrl":"10.1016/j.ecresq.2025.08.006","url":null,"abstract":"<div><div>Friendships are crucial for children, and high-quality friendships encompass positive, supportive, and low-conflict interactions. Early childhood education (ECE) teachers spend considerable time with children and influence their relationships through high-quality teacher-child interactions and opportunities for child participation. This study examined the associations between observed classroom quality, observed participation practices, and children’s friendship quality, considering the moderating role of the length of exposure to the lead ECE teacher (i.e., months with the lead teacher). Participants in this study were 336 children (163 boys), aged 42 to 76 months (<em>M</em> = 60.14, <em>SD</em> = 7.86), from 58 ECE classrooms in the Lisbon area, Portugal, and their lead teachers. Findings suggest (i) a positive relationship between instructional support and closeness in children's friendships, when children spent more months with the lead teacher; (ii) a negative relationship between emotional support and conflict in children's friendships, when children spent more months with the lead teacher; (iii) a positive relationship between classroom organization and conflict in children’s friendships, when children spent fewer months with the lead teacher; and (iv) a negative relationship between conditions for participation and conflict in children's friendships, when children spent more time with the lead teacher. These findings have implications for practice and policymaking, emphasizing the relevance of sustained high-quality teacher-child interactions and participation practices to enhance children’s friendship quality in ECE.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 92-102"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049280","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

Beyond repeating and growing patterns: Validating an instrument of rotating pattern understanding in preschool children 超越重复和成长模式：验证学龄前儿童旋转模式理解的工具

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-09-04 DOI: 10.1016/j.ecresq.2025.08.008

Xueliang Chen , Jian Xiang , Xiao Zhang

{"title":"Beyond repeating and growing patterns: Validating an instrument of rotating pattern understanding in preschool children","authors":"Xueliang Chen , Jian Xiang , Xiao Zhang","doi":"10.1016/j.ecresq.2025.08.008","DOIUrl":"10.1016/j.ecresq.2025.08.008","url":null,"abstract":"<div><div>Research on patterning skills in preschool children has mostly focused on repeating and growing patterns. This study introduced rotating patterns as an additional pattern type and validated a self-designed instrument to assess 138 Cantonese-speaking preschool children’s (age in years: <em>M</em> = 4.98, <em>SD</em> = .33) understanding of rotating patterns based on three-wave longitudinal data. Rasch modeling was employed to evaluate the psychometric properties of the instrument. The results suggested that our instrument assessed a unidimensional construct, with items exhibiting local independence and covering a broad spectrum of easy, medium, and high difficulty levels. The instrument also possessed adequate reliability and was associated with measures of arithmetic competence and Chinese word reading, providing evidence of convergent and discriminant validity. While most items were found to be longitudinally invariant, some displayed differential functioning over time, suggesting changes in item difficulty over the assessment period. Overall, the validated instrument appears suitable for evaluating the rotating patterning skill of children aged 5 to 6 years. This study makes an important contribution by expanding the conceptualization of preschoolers’ patterning abilities to include rotating patterns, a previously underexplored domain. The psychometrically robust instrument presented in this research can also be readily utilized by scholars to further investigate the development and educational implications of children’s patterning skills.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 57-68"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988431","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 between a preschool tuition credit and children’s school success outcomes: Moving beyond test scores 学前班学费减免与孩子学业成绩的关系：超越考试成绩

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-10-26 DOI: 10.1016/j.ecresq.2025.10.005

Vi-Nhuan Le , Diana Schaack , Cristal Cisneros , Brooks Rosenquist , Jolene Gregory

{"title":"Associations between a preschool tuition credit and children’s school success outcomes: Moving beyond test scores","authors":"Vi-Nhuan Le , Diana Schaack , Cristal Cisneros , Brooks Rosenquist , Jolene Gregory","doi":"10.1016/j.ecresq.2025.10.005","DOIUrl":"10.1016/j.ecresq.2025.10.005","url":null,"abstract":"<div><div>The Denver Preschool Program (DPP) aims to increase children’s access to high-quality preschools by providing a scaled tuition credit to all families of 4-year-olds in Denver and a target number of 3-year-olds to attend a preschool of their choosing. This study examined end of 5th grade outcomes for DPP participants and explored associations between DPP participation and suspension, retention, chronic absence, and English language learner (ELL) redesignation outcomes. We received data from the Denver Public School district from the 2009–10 academic year through the 2017–18 academic year, resulting in our ability to follow four cohorts of DPP participants and non-participating peers from kindergarten through fifth grade. To enhance comparability between DPP participants and non-participants, we used generalized boosted models to generate propensity weights. We then used the propensity weights in Poisson and logistic regression models to estimate the relationship between DPP participation and student outcomes. DPP participation was unrelated to suspensions, but DPP participants were less likely than non-participants to have ever been chronically absent and to have been retained by fifth grade. DPP participants who started kindergarten needing English language supports were also more likely than their non-DPP ELL peers to be redesignated as no longer needing ELL services by the end of fifth grade. Moderate program effect sizes ranging from 0.121 to 0.177 were observed. Our study adds to the growing body of literature that finds preschool participation can have enduring associations beyond the early elementary grades.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 266-274"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397730","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

Subsidy density in early education centers: Comparing center and community associations across two nationwide samples 早教中心的补贴密度：比较两个全国样本的中心和社区协会

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-08-21 DOI: 10.1016/j.ecresq.2025.08.005

Gerilyn Slicker , Jason T. Hustedt

{"title":"Subsidy density in early education centers: Comparing center and community associations across two nationwide samples","authors":"Gerilyn Slicker , Jason T. Hustedt","doi":"10.1016/j.ecresq.2025.08.005","DOIUrl":"10.1016/j.ecresq.2025.08.005","url":null,"abstract":"<div><div>Government-issued child care subsidies from the Child Care and Development Fund are a mechanism for providing equitable access to child care and early education in the United States. Using two nationwide samples, the 2012 National Survey of Early Care and Education (NSECE) and the 2019 NSECE, we assess the relationship between features of early care and education centers and subsidy density, or the proportion of children enrolled that use subsidies. Our findings suggest specific features of centers— including the center’s enrollment and operational and financial structure— as well as their surrounding communities, are associated with subsidy density. Across both samples, enrolling infants or toddlers, having a quality rating or for-profit status, operating in an area with moderate or high poverty density, and receiving parent pay are associated with increased proportions of children using subsidies. Having a higher number of children enrolled and being fully enrolled are linked with decreased proportions of children using subsidies enrolled. Unique to the 2019 sample, receiving Head Start and public pre-K funds are associated with a higher proportion of children using subsidies enrolled in centers. Given the documented decline of centers receiving subsidies and evidence that centers may limit the degree of subsidy participation to sustain operations, understanding features of programs associated with subsidy density is critical to creating policies that support ECE access for subsidy-eligible children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 35-45"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144886094","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

Piecing together the puzzle: A mixed methods study of the Abecedarian Intervention 拼凑拼图：初级干预的混合方法研究

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-10-01 DOI: 10.1016/j.ecresq.2025.08.009

Kylie L. Garber , Margaret Burchinal , Sylvi Kuperman , Tiffany J. Foster , Frances Campbell , Craig Ramey

{"title":"Piecing together the puzzle: A mixed methods study of the Abecedarian Intervention","authors":"Kylie L. Garber , Margaret Burchinal , Sylvi Kuperman , Tiffany J. Foster , Frances Campbell , Craig Ramey","doi":"10.1016/j.ecresq.2025.08.009","DOIUrl":"10.1016/j.ecresq.2025.08.009","url":null,"abstract":"<div><div>The Abecedarian Study (ABC) has been integral to demonstrating the impacts of Early Care and Education (ECE). It is important to understand the practices and mechanisms through which ABC had impacts on later outcomes, but a lack of implementation data limits our understanding of program mechanisms. The present study took a mixed methods approach to describe the mechanisms of the original ABC program. The qualitative study provides a detailed description of the ABC program based on historical program documentation and retrospective interview responses of ABC teachers and staff. The teachers and staff reported individualized coaching, child-centered environments and activities, and frequent teacher-child conversations were common in ABC classrooms. Informed by qualitative results, a mediation analysis was conducted with the original ABC sample (<em>n</em> = 111). Analyses suggest that verbal skills at entry to school were the primary mechanism for ABC impacts on adult education and income. These findings suggest that ECE programs that focus on improving verbal skills, perhaps through child-centered activities and frequent teacher-child conversation may be more likely to have longer-term impacts.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 149-163"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145220218","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

Preschool dosage, outcomes, and mechanisms: Why are two years better than one? 学龄前剂量，结果和机制：为什么两年比一年好？

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-10-23 DOI: 10.1016/j.ecresq.2025.10.004

Meghan E. McDoniel , Catie Connolly , Lily Steyer , Jelena Obradović

{"title":"Preschool dosage, outcomes, and mechanisms: Why are two years better than one?","authors":"Meghan E. McDoniel , Catie Connolly , Lily Steyer , Jelena Obradović","doi":"10.1016/j.ecresq.2025.10.004","DOIUrl":"10.1016/j.ecresq.2025.10.004","url":null,"abstract":"<div><div>Given recent expansions in preschool programs provided by school districts, there is a need to understand the association between preschool dosage (i.e., the number of years children attend preschool) and school readiness, and to identify factors that mediate these associations in order to maximize the efficacy of preschool for public school students. The current study examined the estimated effects of preschool dosage (one year vs. two years) on school readiness in the San Francisco Unified School District’s targeted preschool programs. Children who attended preschool for one year or two years were matched on race/ethnicity, sex, home language status, IEP status, subsidy status, and age (<em>N</em> = 2,368; Asian/PI=28%; Black=16%; White=14.0%; Latinx=30%; female=48 %; <em>M<sub>age</sub>=</em>4.38). Path analyses tested two mediators: fall skills and attendance in the final year of preschool. Relative to one year, children with two years of preschool had higher cognitive, social-emotional, and literacy skills by the end of preschool. Fall skills and attendance during the final year of preschool mediated the estimated effects of preschool dosage on children’s skills at the end of preschool, with literacy being the most robust mediator among fall skills. Sensitivity analyses found these effects carried over to children’s total score on a school readiness screener administered at kindergarten entry.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 242-252"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362091","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

Scaling high quality: An implementation study of Boston’s Universal Pre-K expansion to community-based programs 扩展高质量：波士顿全民学前教育扩展到社区项目的实施研究

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-08-16 DOI: 10.1016/j.ecresq.2025.08.002

Christina Weiland , Paola Guerrero Rosada , Anne Taylor , Louisa Penfold , Rachel Kushner , Catherine Snow , Yuzhu Xia , Meghan McCormick

{"title":"Scaling high quality: An implementation study of Boston’s Universal Pre-K expansion to community-based programs","authors":"Christina Weiland , Paola Guerrero Rosada , Anne Taylor , Louisa Penfold , Rachel Kushner , Catherine Snow , Yuzhu Xia , Meghan McCormick","doi":"10.1016/j.ecresq.2025.08.002","DOIUrl":"10.1016/j.ecresq.2025.08.002","url":null,"abstract":"<div><div>Domain-specific, evidence-based curricula and job-embedded coaching have been called a “best bet” for improving instructional quality in public prekindergarten programs. However, implementation science studies that offer lessons for scaling this approach, including identifying potential stumbling blocks and how to address new demands on teachers’ working conditions, are relatively scarce. We addressed this gap in the literature via a mixed-methods descriptive study of the first three years of Boston’s Universal Pre-K (UPK) expansion into classrooms in community-based organizations (CBOs; from 2019 to 2022). Teachers in 28 classrooms in 22 CBOs were trained to implement evidence-based language, literacy, and math-focused curricula and received a comprehensive set of professional development supports including job-embedded coaching. We leveraged classroom observations, teacher surveys, teacher interviews, and coach interviews to describe implementation levels, barriers, and facilitators. Findings show teachers were generally positive about the supports they received and implemented the curriculum with fidelity. However, some dimensions of instructional quality declined in year 3. We identified four specific barriers (fitting all components in, inconsistent teacher planning time, teacher dispositions toward math, and COVID-19 disruptions) and two facilitators (strong professional development and strong teacher-coach relationships) that offer actionable lessons for Boston and beyond.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 11-25"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144852741","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