Early Childhood Research Quarterly最新文献

{"title":"Cluster randomized controlled trial of a phone-based caregiver support and parenting program for Syrian and Jordanian families with young children","authors":"Joyce Rafla ,&nbsp;Kate Schwartz ,&nbsp;Hirokazu Yoshikawa ,&nbsp;Dennis Hilgendorf ,&nbsp;Anaga Ramachandran ,&nbsp;Mohammad Khanji ,&nbsp;Rawan Abu Seriah ,&nbsp;Mohammad Al Aabed ,&nbsp;Ragheb Fityan ,&nbsp;Phoebe Sloane ,&nbsp;Ayat Al Aqra ,&nbsp;Razan Mousa ,&nbsp;Tareq Sharawi ,&nbsp;Andrés Molano ,&nbsp;Kimberly Foulds ,&nbsp;Jere Behrman ,&nbsp;Alice Wuermli","doi":"10.1016/j.ecresq.2024.07.004","DOIUrl":"10.1016/j.ecresq.2024.07.004","url":null,"abstract":"<div><p>For refugee caregivers who may live in remote areas or be a highly mobile population, creating parenting programs that fit their needs and accommodate their mobility can be highly beneficial. In this article, we evaluate a 6-month, audio-only early childhood development (ECD) intervention delivered via phone (3 calls per month) to caregivers of Syrian and Jordanian backgrounds in Jordan. A sample of stipended community health volunteers (CHVs; <em>N</em> = 99) and their caseloads of caregivers (<em>n</em> = 2,298) was randomized to calls with health and nutritional content (control group) or calls with health, nutritional, and added parenting and caregiver-focused content (including content adapted from the Reach Up and Learn model). Hypothesized outcomes included reduced caregiver depressive and anxiety symptoms, parenting stress, and harsh discipline; increased parent-child learning activities and parenting self-efficacy. Exploratory outcomes (all caregiver-reported) included child development; and caregiver engagement in activities related to health and child learning following the calls. Exposure to the treatment condition resulted in a statistically significant reduction in caregivers’ depressive symptoms (d=-0.11). No other statistically significant impacts were found. Implications of these findings for caregiver interventions are discussed.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 141-153"},"PeriodicalIF":3.2,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141998400","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":"Home food practices and Latino kindergarteners’ academic skills","authors":"Diana Leyva ,&nbsp;Gloria Yeomans-Maldonado ,&nbsp;Christina Weiland ,&nbsp;Qianjin Guo ,&nbsp;Anna Shapiro","doi":"10.1016/j.ecresq.2024.08.001","DOIUrl":"10.1016/j.ecresq.2024.08.001","url":null,"abstract":"<div><p>Latino parents support children's academic skills through their involvement in daily living activities. Prior work has focused on conventional literacy (e.g., book reading) and numeracy activities (e.g., teaching numbers). Less-visible home activities that are high-priority, high-value cultural practices in Latino communities are food sharing (e.g., eating together) and food-related household chores (e.g., grocery shopping together). This study examined whether food sharing and food-related household chores contributed to children's academic skills <em>beyond</em> conventional literacy and numeracy activities, in a sample of 152 Latino parents from low-income households and their kindergarten children (<em>M</em> age = 67.24 months; 51.32% female). At the beginning of kindergarten, parents completed a home learning activities questionnaire and children's literacy and math skills were assessed. We found that food sharing, but not food-related household chores, positively related to children's literacy skills (vocabulary), <em>beyond</em> conventional literacy and numeracy activities. Food sharing and food-related household chores did not relate to children's math skills. Findings suggest the need to consider food sharing and food-related household chores as part of the constellation of Latino home learning activities that are likely to support children's academic skills.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 131-140"},"PeriodicalIF":3.2,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141963591","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":"Advancing equitable access to high quality early childhood education through a trauma- and resilience-informed community schools approach","authors":"Patricia Z. Tan ,&nbsp;Hilary Aralis ,&nbsp;Roya Ijadi-Maghsoodi ,&nbsp;Evelyn Wang ,&nbsp;Sheryl H. Kataoka ,&nbsp;Kezia Miller ,&nbsp;Maegan Sinclair ,&nbsp;Clarissa M. Gorospe ,&nbsp;Jolie R. Delja ,&nbsp;Wendy Barrera ,&nbsp;Sung-Jae Lee ,&nbsp;Catherine Mogil ,&nbsp;Norweeta Milburn ,&nbsp;Blair Paley","doi":"10.1016/j.ecresq.2024.06.004","DOIUrl":"10.1016/j.ecresq.2024.06.004","url":null,"abstract":"<div><p>Enhancing access to high-quality early childhood education (ECE) represents one promising pathway toward reducing the disparities in school-related outcomes for children from under-resourced and minoritized communities. In this paper we describe the Trauma- and Resilience-informed Early Enrichment (TRiEE) initiative, an innovative community schools (CS) approach to ECE that was designed to bolster the capacity of public pre-K programs to provide holistic, family-centered, and trauma-informed services. As such, TRiEE features the integration of trained psychiatric social workers (PSWs) into one public school district's set of early education centers (EECs). We hypothesized that this approach to ECE could be positively associated with the acquisition of key skills that are foundational to children's school readiness. Student-level de-identified administrative data, drawn from the Desired Results Developmental Profile (DRDP), was obtained from twenty-four TRiEE-affiliated EECs in a large, urban public school district over the course of three academic years. Results from mixed-effects models showed that students at sites actively implementing TRiEE demonstrated significantly greater rates of improvement in socio-emotional, cognitive, and physical outcomes (all <em>p</em> &lt; 0.05) in comparison to children participating in sites which were not yet actively implementing TRiEE.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 111-121"},"PeriodicalIF":3.2,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862551","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":"Do ECERS-3 scores mean the same thing across racial groups? Measurement invariance testing by teacher and classroom race","authors":"Nicole A. Telfer ,&nbsp;Iheoma U. Iruka ,&nbsp;Noreen Yazejian ,&nbsp;John Sideris ,&nbsp;Rachel Kaplan","doi":"10.1016/j.ecresq.2024.07.006","DOIUrl":"10.1016/j.ecresq.2024.07.006","url":null,"abstract":"<div><p>The purpose of the current study is to use secondary data to examine the extent to which the ECERS-3, specifically the factor structure, is equivalent across Black and Latine/Hispanic teachers, racial and ethnic classroom composition, and race/ethnicity of students. Data were drawn from a large-scale 2015-16 validation study of the ECERS-3 in three states (Georgia, Pennsylvania, and Washington) that were using the ECERS-3 as part of their quality rating and improvement systems (QRIS). Approximately 1,063 classrooms serving children between the ages of 3 and 5 were included in the final sample, and about 69 percent of the teachers identified as White. Findings revealed that the basic factor structure of the ECERS-3 was similar in the sample of classrooms when compared across lead teacher race, classroom racial composition, and lead teacher-child match; however, some differences were found in factor loadings and item thresholds. These findings have implications for ensuring that measures to assess global quality consider differential effects of race of the teacher, child, and classroom composition.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 122-130"},"PeriodicalIF":3.2,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862581","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":"Investigating the association between professional development and educators’ beliefs in U.S. center- and home-based early childhood education","authors":"Hyunwoo Yang ,&nbsp;Somin Park ,&nbsp;Lilian Chau","doi":"10.1016/j.ecresq.2024.07.005","DOIUrl":"10.1016/j.ecresq.2024.07.005","url":null,"abstract":"<div><p>The child-centered beliefs held by educators in early childhood education (ECE) are important in high-quality interactions between children and adults and are central to the recent policy emphasis on childcare quality. Using a national ECE workforce sample of home- and center-based centers from the 2019 National Survey of Early Care and Education (N=7,505), this study examined the relationships between professional development experiences and ECE educators' child-centered beliefs measured by a revised Parental Modernity Scale. We focused on the three PD models of mentoring and coaching, workshops, and college courses, and found that attending college courses was related to greater child-centered beliefs in home-based educators. Mentoring and coaching were found to effectively promote center-based educators’ beliefs. In terms of the contexts that support PD participation in home- and center-based childcare programs, our findings suggest that providing more opportunities to participate in coaching and college courses can offer effective support and thus improve ECE quality. The policy and practical implications of the findings are discussed.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 101-110"},"PeriodicalIF":3.2,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862568","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":"Parent predictors of the home math environment and associations with toddlers’ math skills","authors":"Alex M. Silver ,&nbsp;Portia Miller ,&nbsp;Elizabeth Votruba-Drzal ,&nbsp;Melissa E. Libertus ,&nbsp;Heather J. Bachman","doi":"10.1016/j.ecresq.2024.07.007","DOIUrl":"10.1016/j.ecresq.2024.07.007","url":null,"abstract":"<div><p>Mounting evidence suggests that home engagement in mathematics is related to variability in early math skill. Although prior work has investigated parental predictors of home math engagement more broadly, it remains understudied whether the same factors relate to toddlers’ home math environment, and if home math experiences are associated with toddlers’ math skills. Here we asked whether parents’ beliefs, attitudes, and experiences with math relate to their engagement in home numeracy and spatial activities with toddlers and are associated with toddlers’ developing number and spatial skills (<em>N</em> = 189). We find that a broad range of parent factors, including parents’ beliefs about the importance of math, math growth mindset beliefs, math anxiety, and math coursework, predicts parents’ frequency of engaging in numeracy activities with toddlers. Furthermore, home number activities predicted toddlers’ number skills. Parents’ math beliefs, attitudes, and experiences all had positive indirect effects on toddlers’ number skills through associations with number activities. However, none of these parent factors predicted home spatial activities, and we saw no association between home spatial activities and toddlers’ spatial skills. Altogether, these results suggest that even at very young ages, parent factors shape the home environment and toddlers’ early numeracy learning, but we did not detect associations for spatial skills.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 88-100"},"PeriodicalIF":3.2,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885200624001030/pdfft?md5=91326d731d71579a7d9e7b7596b9fa69&pid=1-s2.0-S0885200624001030-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862552","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":"Stop hurting each other: Bidirectional longitudinal relationships and sex differences between parents’ negative expressiveness and offspring’s problem behaviors","authors":"Zhaoxing Sun ,&nbsp;Nanhua Cheng ,&nbsp;Jiedi Liu ,&nbsp;Mei Wu ,&nbsp;Xiaoxu Meng ,&nbsp;Chao Liu ,&nbsp;Chao Jiang ,&nbsp;Zhengyan Wang","doi":"10.1016/j.ecresq.2024.07.003","DOIUrl":"10.1016/j.ecresq.2024.07.003","url":null,"abstract":"<div><p>This longitudinal study explored the bidirectional longitudinal relationships and sex differences in negative expressiveness among parents and internalizing/externalizing problems in their offspring. A total of 185 father-mother dyads from China participated in this study. Fathers and mothers independently completed three rounds of self-report questionnaires assessing family negative expressiveness, while mothers also reported on their offspring’s problem behaviors at the same intervals. The mean age of infants at the initial participation was 1.23 years (<em>SD</em> = .13). The results revealed that offspring internalizing problems at Time 1 (T1) positively predicted maternal negative expressiveness at Time 2 (T2), and maternal negative expressiveness at T1 positively predicted offspring externalizing problems at T2. Furthermore, paternal negative expressiveness at T2 mediated the relationship between early offspring externalizing problems at T1 and later internalizing problems at Time 3 (T3). The cross-lagged model also uncovered sex-specific patterns: paternal and maternal negative expressiveness predicted subsequent problem behaviors in boys, whereas problem behaviors in girls predicted paternal and maternal negative expressiveness. Notably, paternal negative expressiveness at T2 was a significant mediator for the continuity of externalizing problems in girls from T1 to T3, indicating a dynamic vicious circle with the family system. These findings highlight that the bidirectional longitudinal relationships between parents’ negative expressiveness and offspring’s problem behaviors are closely related to the sex of both parents and their offspring. Specifically, parents’ negative expressiveness exacerbated offspring’s problem behaviors (especially for boys), and offspring’s problem behaviors exacerbated parents’ negative expressiveness (especially for girls). Future interventions targeting parents’ negative expressiveness and offspring’s problem behaviors should consider the roles of sex differences among parents and infants.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 78-87"},"PeriodicalIF":3.2,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141950900","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":"Words matter: Effect of manipulating storybook texts on parent and child math talk","authors":"Muanjing Wang,&nbsp;Marina Vasilyeva,&nbsp;Elida V. Laski","doi":"10.1016/j.ecresq.2024.07.002","DOIUrl":"10.1016/j.ecresq.2024.07.002","url":null,"abstract":"<div><p>Children who experience greater math talk during home math activities demonstrate higher levels of math knowledge. The current study was designed to test whether the features of storybooks affect the amount and kind of extratextual math talk parents and preschool children produce during storybook reading. Parent-child dyads (<em>N</em> = 50) were randomly assigned to one of two conditions: implicit or explicit. The implicit condition involved a storybook with math elements embedded only in the illustrations; whereas, the explicit condition included the same set of illustrations as well as numeric and spatial words in the text. Both parents and children in the explicit condition produced more math-related utterances than those in the implicit condition. Among parents, the difference in quantity of talk was present across a range of different types of math talk. Mediation analyses showed that condition affected parent math talk via child math talk and child math talk via parent math talk. These results point to the bidirectional relation between parent and child math talk during storybook reading and the importance of the features of learning materials on that talk.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 65-77"},"PeriodicalIF":3.2,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141736654","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 access to agency-supportive early schooling contexts for young children of color","authors":"Jennifer Keys Adair ,&nbsp;Soyoung Park ,&nbsp;Monica Alonzo ,&nbsp;Molly E. McManus ,&nbsp;Nnenna Odim ,&nbsp;Sunmin Lee ,&nbsp;Natacha Ndabahagamye Jones ,&nbsp;Katherina A. Payne ,&nbsp;Kiyomi Sánchez-Suzuki Colegrove","doi":"10.1016/j.ecresq.2024.06.003","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.06.003","url":null,"abstract":"<div><p>Over the past thirty years, developmental and learning sciences have started to illuminate the need for better access to anti-racist, culturally sustaining early childhood education and care programs. While physical access to programs continues to be an urgent need in the U.S., many communities of color continue to demand access to early childhood education spaces that are safe for their children to learn - programs that are working hard to root out racism and White supremacy from their policies and practices. In this study, we draw upon over 350 hours of data from teachers of young children ages 3-8 years old to offer a detailed, qualitative exploration of how racism impacts children's early learning experiences across early childhood bilingual, inclusion, and multiracial classrooms that serve majority children of color. We examine the policy implications of racism on children's access to agentic learning experiences at school. We also discuss how the findings from our study suggest guidance for programs and policies that want to increase access to agency-supportive environments for young children of color.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 49-64"},"PeriodicalIF":3.2,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141606106","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":"Elucidating linkages of executive functioning to school readiness skill gains: The mediating role of behavioral engagement in the PreK classroom","authors":"Khara L.P. Turnbull,&nbsp;Jamie DeCoster,&nbsp;Jason T. Downer,&nbsp;Amanda P. Williford","doi":"10.1016/j.ecresq.2024.07.001","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.07.001","url":null,"abstract":"<div><p>This study investigated links of executive functioning to gains in school readiness skills and explored the mediating role of children's behavioral engagement in the PreK classroom. We collected direct assessments of executive functioning (EF) and observations of behavioral engagement for 767 children (mean age 52.63 months) from racially/ethnically diverse, low-income backgrounds three times over the PreK year. We also measured school readiness in the domains of language, literacy, and math using direct assessments and collected teacher-report measures of socialemotional-behavioral skills and approaches to learning. Our analyses addressed the following three research questions: 1) To what extent does children's EF predict school readiness skill gains during PreK? 2) To what extent does children's behavioral engagement in PreK classrooms predict school readiness skill gains? 3) To what extent does behavioral engagement mediate the relation of EF with school readiness skill gains? We observed that EF was positively related to gains in language, math, and approaches to learning. Regarding behavioral engagement, Negative Classroom Engagement was negatively related to gains in literacy, math, social-emotionalbehavioral skills, and approaches to learning while Positive Task Engagement was positively related to gains in approaches to learning. Negative Classroom Engagement significantly mediated the effects of EF on gains in the domains of literacy, socialemotional-behavioral skills, and approaches to learning. We describe implications of these findings for promoting children's ability to learn and thrive in PreK contexts with a focus on their engagement with teachers, peers, and learning activities.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 38-48"},"PeriodicalIF":3.2,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141606105","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}