Early Childhood Research Quarterly最新文献_第5页

Teachers of refugee children opening up dialogic spaces across interruptions and change 难民儿童的教师在中断和变化中开辟对话空间

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-02-01 DOI: 10.1016/j.ecresq.2025.01.005

Elif Karsli-Calamak , Cristina Valencia Mazzanti

{"title":"Teachers of refugee children opening up dialogic spaces across interruptions and change","authors":"Elif Karsli-Calamak , Cristina Valencia Mazzanti","doi":"10.1016/j.ecresq.2025.01.005","DOIUrl":"10.1016/j.ecresq.2025.01.005","url":null,"abstract":"<div><div>In this research, we examine the understandings of early childhood teachers who are deeply committed to their work with refugee children and families in Türkiye. Using teacher interview data collected over two years as part of a four-year longitudinal ethnographic study, we draw on philosophical hermeneutics as a theory of understanding to analyze how this process unfolds for educators working with refugee communities. We found that teachers demonstrate a fluid process of understanding that upholds the intricacies of forced displacement and supporting refugees across contexts. All teachers try to hold multiple perspectives and recognize the complexity of the situation, foregrounding a critical evaluation of political discourses about refugees and a sense of scarcity about the current realities and economic constraints. Teachers' understandings are determined by four main factors that interrupt their worldviews and experiences with refugee students: anti-immigrant and political discourses, scarcity, sorrow, and the scrutinizing of the notion of belonging. We note (1) the importance of teachers’ understanding processes as both a core and underrecognized resource in supporting refugee students, and (2) the need to foster dialogic and humanizing stances for teachers to understand and adapt to the dehumanizing realities and constant changes that war and forced displacement bring to their classrooms.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 25-34"},"PeriodicalIF":3.2,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143077664","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}

引用次数: 0

Using the child opportunity index to examine equity in access to a state-funded prekindergarten program 使用儿童机会指数来检查获得国家资助的学前教育计划的公平性

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-01-27 DOI: 10.1016/j.ecresq.2024.12.002

Jamie H. Wu , Hope O. Akaeze , Robert W. Ressler , Steven R. Miller

引用次数: 0

Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups 探索不同种族和语言群体中父母干预对阅读和玩具游戏的不同影响

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-01-25 DOI: 10.1016/j.ecresq.2025.01.006

Sarah Surrain, Susan H. Landry, Tricia A. Zucker, Yoonkyung Oh

{"title":"Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups","authors":"Sarah Surrain, Susan H. Landry, Tricia A. Zucker, Yoonkyung Oh","doi":"10.1016/j.ecresq.2025.01.006","DOIUrl":"10.1016/j.ecresq.2025.01.006","url":null,"abstract":"<div><div>The ways that parents respond to their children's initiations and guide their learning are associated with subsequent language development. Responsive parenting interventions have shown positive impacts on parent behaviors and child outcomes. However, less is known about how intervention effects vary for families from different linguistic and ethnic backgrounds. This secondary analysis of a randomized controlled trial of Play and Learning Strategies examines the effect of the intervention for three subgroups: Spanish-dominant Latine families (<em>n</em> = 142), English-dominant Latine families (<em>n</em> = 112), and non-Latine families (<em>n</em> = 137). Parents of preschool-aged children (<em>M</em> age = 52.8 months) were randomized to the intervention or a control condition and observed interacting with their child in two settings – book reading and toy play – before and after the intervention period. Spanish-dominant Latine parents received the intervention in Spanish, while the other two groups received it in English. There were significant main effects of the intervention on parent and child behaviors during book reading for all three subgroups. In contrast, intervention effects varied by subgroup for parent and child behaviors observed during toy play. The Spanish-dominant Latine parents showed larger gains in parent and child outcomes when observed in the toy play setting, compared to the other two subgroups. These differential effects were not explained by the number of completed sessions, coach-rated engagement, or family composition. Our results highlight the importance of observing multiple contexts in research with families from minoritized backgrounds and considering linguistic and cultural differences and strengths in parent interventions.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 13-24"},"PeriodicalIF":3.2,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143035190","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

School entry skills and young adult outcomes 入学技能和年轻人的成就

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-01-24 DOI: 10.1016/j.ecresq.2025.01.004

Margaret Burchinal , Deborah Lowe Vandell

引用次数: 0

Longitudinal study on early literacy and subsequent performance in Turkish low-SES children 土耳其低社会经济地位儿童早期读写能力及后续表现的纵向研究

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-01-23 DOI: 10.1016/j.ecresq.2025.01.002

Fatma Elif Ergin, Hatice Merve İmir, K. Büşra Kaynak-Ekici, Nursel Bektaş, Şerife Çamurcu, Rüveyda Kurnaz, Burçin Aysu

{"title":"Longitudinal study on early literacy and subsequent performance in Turkish low-SES children","authors":"Fatma Elif Ergin, Hatice Merve İmir, K. Büşra Kaynak-Ekici, Nursel Bektaş, Şerife Çamurcu, Rüveyda Kurnaz, Burçin Aysu","doi":"10.1016/j.ecresq.2025.01.002","DOIUrl":"10.1016/j.ecresq.2025.01.002","url":null,"abstract":"<div><div>This longitudinal study examines the predictive role of early literacy on subsequent literacy outcomes in Turkish-speaking children from low socioeconomic backgrounds. Following 292 children from preschool to first grade, it highlights early literacy proficiency as a strong predictor of later reading ability. Regarding writing skills, phonological awareness, expressive language, listening comprehension, and letter recognition are crucial indicators, with variations across measures. The study underscores the importance of these factors while noting non-significant correlations between letter knowledge and reading. It reveals deficiencies in letter knowledge among low-socioeconomic status (SES) preschoolers, attributed to limitations in the national preschool program and potential disparities in life experiences. This research advances understanding of literacy development in low SES contexts, advocating for a reevaluation of national preschool education program and emphasizing the need for ongoing support and research in impoverished communities to improve literacy outcomes.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 174-182"},"PeriodicalIF":3.2,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143035191","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

Challenges in the transition to kindergarten and children's well-being through elementary school: Do school transition supports matter? 从幼儿园到小学的过渡挑战和儿童的幸福：学校的过渡支持重要吗？

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-01-22 DOI: 10.1016/j.ecresq.2025.01.001

Briana A. López, Aprile D. Benner

{"title":"Challenges in the transition to kindergarten and children's well-being through elementary school: Do school transition supports matter?","authors":"Briana A. López, Aprile D. Benner","doi":"10.1016/j.ecresq.2025.01.001","DOIUrl":"10.1016/j.ecresq.2025.01.001","url":null,"abstract":"<div><div>This study examined how transition supports (i.e., school or classroom activities intended to support children and families during the transition to kindergarten) cluster within schools and how schools’ use of transition supports are consequential for children's transition challenges (i.e., psychological adjustment during the transition to kindergarten) and academic and socioemotional well-being across elementary school. Using data from the Early Childhood Longitudinal Study-Kindergarten 2011 Cohort (ECLS-K:2011; <em>N</em> = 13,390), the current study illuminated the immediate and sustained association between transition challenges and children's academic and socioemotional outcomes. Mediation models demonstrated that children attending schools which offer high levels of basic transition supports experienced fewer transition challenges and in turn, experienced higher achievement, and better socioemotional well-being. Conversely, moderation models demonstrated that the links between transition challenges and children's outcomes did not vary based on schools’ constellations of transition supports. The results serve as valuable insights for guiding interventions during the transition to kindergarten.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 193-204"},"PeriodicalIF":3.2,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143035195","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

Correlations between coaching quality and teacher change in social-emotional teaching practices 社交情感教学实践中教练质量与教师变化的相关性研究

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-01-20 DOI: 10.1016/j.ecresq.2025.01.003

Jessica K. Hardy , Jill Grifenhagen , Ragan H. McLeod , Katerina M. Marcoulides , Mary Louise Hemmeter

{"title":"Correlations between coaching quality and teacher change in social-emotional teaching practices","authors":"Jessica K. Hardy , Jill Grifenhagen , Ragan H. McLeod , Katerina M. Marcoulides , Mary Louise Hemmeter","doi":"10.1016/j.ecresq.2025.01.003","DOIUrl":"10.1016/j.ecresq.2025.01.003","url":null,"abstract":"<div><div>Coaching has become prevalent in early childhood educational settings and has been shown to support teachers’ use of evidence-based practices. However, coaching includes many practices, and it is not known which practices are necessary for affecting change. We developed a model of coaching quality, the Coaching Quality Framework, and a quantitative measure, the Coaching Quality Checklist (CQC). The model and measure were developed to operationalize quality as an aspect of implementation fidelity in coaching interventions. The CQC includes three subscales: Foundational, Supportive, and Change-Oriented. In this study, we used the CQC to code 168 coaching sessions from a randomized control trial of the Pyramid Model. Teacher outcomes were measured using the Teaching Pyramid Observation Tool (TPOT). We found that total CQC scores were significantly correlated with change in preschool teachers’ social-emotional teaching practices, as measured by their overall TPOT scores. The Change-Oriented subscale of the CQC was significantly correlated with growth in TPOT scores, while the other two CQC subscales were not. We also measured the extent to which fidelity to the coaching protocol was correlated with growth in TPOT scores and found it was significantly correlated with growth on two TPOT practices but not overall change in TPOT scores. However, CQC scores were significantly correlated with fidelity scores. We measured how CQC scores varied among coach-teacher dyads and found that 82 % of the variability was attributable to the coach rather than the teacher. The results of this study support the validity of the CQC, indicating it measures coaching behaviors important for supporting changes in social-emotional teaching practices.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 183-192"},"PeriodicalIF":3.2,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143035192","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

Testing block play as an effective mechanism for promoting early math, executive function, and spatial skills in preschoolers from low-income backgrounds 测试积木游戏作为一个有效的机制，促进早期数学，执行功能和空间技能的低收入背景的学龄前儿童

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-31 DOI: 10.1016/j.ecresq.2024.12.011

Sara A. Schmitt , David J. Purpura , Robert J. Duncan , Lindsey Bryant , Tracy M. Zehner , Brianna L. Devlin , Elyssa A. Geer , Tanya A. Paes

{"title":"Testing block play as an effective mechanism for promoting early math, executive function, and spatial skills in preschoolers from low-income backgrounds","authors":"Sara A. Schmitt , David J. Purpura , Robert J. Duncan , Lindsey Bryant , Tracy M. Zehner , Brianna L. Devlin , Elyssa A. Geer , Tanya A. Paes","doi":"10.1016/j.ecresq.2024.12.011","DOIUrl":"10.1016/j.ecresq.2024.12.011","url":null,"abstract":"<div><div>The aim of the present study was to evaluate the impacts of different types of block play (free play and semi-structured play) on children's math, executive function (EF), and spatial skills in a low-income sample. We hypothesized that children assigned to either of the block play conditions would demonstrate greater gains on math, EF, and spatial skills compared to children in a business-as-usual (BAU) condition. Further, we expected that children in the semi-structured condition would experience greater gains in math, EF, and spatial skills relative to children in the free play condition. Children from families with low incomes (<em>N</em> = 242; <em>M</em>age = 52.01) participated in a randomized controlled trial<strong>.</strong> Children completed twelve direct assessments of math, EF, and spatial skills at pre-test and post-test. Children were assigned to one of three conditions: free play (Free) with blocks, semi-structured block play (Semi), or business-as-usual (BAU) control. Intervention implementation occurred twice per week for 8 weeks. Preregistered analyses indicated that three intervention effects were statistically significant, two favoring the Free group over BAU: geometry skills (<em>b</em> = 0.37, <em>p</em> = .010) and behavioral regulation (<em>b</em> = 0.23, <em>p</em> = .017), and one favoring BAU over Free: math language (<em>b</em> = -0.18, <em>p</em> = .034). Despite only finding three significant effects, the overall pattern of results suggests positive effects of the block play interventions (i.e., effect sizes were positive for 10 of the 12 outcomes). Implications for practice and future research are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 163-173"},"PeriodicalIF":3.2,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142925274","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

Advancing research on equitable access to early care and education in the United States 推进在美国公平获得早期护理和教育的研究

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-30 DOI: 10.1016/j.ecresq.2024.12.009

Pamela Joshi , Tamara Halle , Yoonsook Ha , Julia R. Henly , Milagros Nores , Neda Senehi

引用次数: 0

Reducing childcare subsidy instability through eligibility period extensions: Equity impacts of 12-month recertification requirements 通过延长资格期减少儿童保育补贴的不稳定性：12个月重新认证要求对公平的影响

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-30 DOI: 10.1016/j.ecresq.2024.12.010

Youngjin Stephanie Hong , Julia R. Henly , David Alexander

{"title":"Reducing childcare subsidy instability through eligibility period extensions: Equity impacts of 12-month recertification requirements","authors":"Youngjin Stephanie Hong , Julia R. Henly , David Alexander","doi":"10.1016/j.ecresq.2024.12.010","DOIUrl":"10.1016/j.ecresq.2024.12.010","url":null,"abstract":"<div><div>The 2014 reauthorization of the Child Care Development Block Grant Act required that states and territories set their program eligibility period to be at least 12 months in length. This was designed to address premature program disruptions related to difficulties with the recertification process. Subsidy instability can undermine the multidimensional goal of providing equitable access to childcare. Using Illinois’ longitudinal administrative payment records, this study examines whether a shift from a 6-month to a 12-month eligibility period contributes to lengthened periods on subsidy and whether this effect had particular benefits for home-based providers, especially license-exempt family, friend, and neighbor (FFN) caregivers. We find that median subsidy spell lengths were longer during a 12-month than a 6-month eligibility period. Cox proportional hazards models that account for observable differences before and after the policy change indicate that the policy change is associated with a lower risk of leaving the subsidy program even after 12-months on the program. We also find equity benefits to the change: families who use FFN caregivers benefited most from the extended eligibility period. Our finding suggests that a longer eligibility period established by the 2014 reauthorization increased subsidy duration and helped promote equity in sustained access to subsidies, with potential implications for fostering equitable access to childcare, family economic security, and children's healthy development.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 151-162"},"PeriodicalIF":3.2,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142925279","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