Early Childhood Research Quarterly最新文献

{"title":"Mothers’ Perceptions of the Jewish–Arab Conflict and Social Information Processing Patterns: Relations to Their Children's Stereotypical Perceptions, Social Information Processing Patterns, and Social Adjustment in Preschool","authors":"Yazeed Mohammad Ghanayim,&nbsp;Yair Ziv","doi":"10.1016/j.ecresq.2024.10.011","DOIUrl":"10.1016/j.ecresq.2024.10.011","url":null,"abstract":"<div><div>One of the most intractable conflicts in the world is the Israeli–Palestinian conflict, which has resulted in considerable losses, destructions, and sufferings for both societies. Such national conflicts had been found to relate to children's social perceptions and behaviors.</div><div>Consequently, the current study aims to examine the associations between Israeli Jewish and Arab mothers' and children's stereotypical perceptions of the others ethnic/national group (the outgroup; Brewer, 1999), their social information processing (SIP) patterns (i.e., their perceptions of common social situations), and children's social adaptation in kindergarten.</div><div>One hundred and twenty-one Arab-Muslim and Jewish preschoolers and their mothers from the Northern part of Israel participated in this study. During a home visit, mothers read to their child a book with 16 scenarios presenting Jewish and Arab families and individuals. Some of the scenarios were stereotypical and other were counter stereotypical (e.g., a Jewish family showing a behavior that is considered stereotypical Arab behavior, see Figure 2). Additionally, mothers completed questionnaires about their intergroup perceptions with the others national group (Arabs/ Jewish), and the way they view common daily social situations (their SIP), and sociodemographic characteristics of the family. children's SIP patterns were assessed through interview, and the kindergarten teacher completed questionnaires on children's social skills and problem behaviors.</div><div>A structural equation model (SEM) was constructed with the final empirical solution including two latent variables: the mothers’ Positive SIP, her Positive Ethnic Group perception; and three observed variables: the child stereotypes, and child aggressive response evaluation and decision (RED) and maladjusted social behaviors.</div><div>We found negative associations between the mother's positive perceptions of the outgroup, their positive SIP and children's stereotypes, as well as between mother's positive SIP and their children's negative SIP and maladjusted social behaviors. Additionally, Children's negative SIP was positively associated with their stereotypes, and maladjusted social behaviors. Moreover, a positive marginal association was found between children's stereotypes and their maladjusted social behavior. Although our findings explain only a relatively small portion of variation in children's maladjusted social perceptions and behaviors, they still highlight the role of maternal perceptions and SIP in shaping children's intergroup attitudes and social adjustment in the context of the Israeli-Palestinian conflict.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 287-297"},"PeriodicalIF":3.2,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572882","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":"Types and contexts of child mobile screen use and associations with early childhood behavior","authors":"Sumudu R. Mallawaarachchi ,&nbsp;Jeromy Anglim ,&nbsp;Sharon Horwood","doi":"10.1016/j.ecresq.2024.10.010","DOIUrl":"10.1016/j.ecresq.2024.10.010","url":null,"abstract":"<div><div>With past research largely focusing on overall time spent using screen media (including televisions), little is known about how the type and context of mobile screen use in early childhood is associated with children's behavior. The current study aimed to examine how the proportions of time spent on types of engagement (program viewing vs. interactive app use) and social contexts (solo vs. co-use) of mobile screen use were associated with internalizing and externalizing behavior in early childhood, examined along with stability and change in patterns of use over a one-year period. Parents of young children (n = 536; 52% toddlers aged 1 to &lt;3 and 48% preschoolers aged 3 to &lt;6) completed measures of child mobile screen use (i.e., smartphone and tablet), traditional media use (e.g., television), and internalizing and externalizing behavior. A majority of early childhood mobile screen use was spent on program viewing, while interactive educational app use was the second most common activity. Over a one-year period, children were relatively stable in their type of engagement, and social contexts of use. There were no significant cross-sectional associations of behavior with types of engagement or social contexts of use. Nevertheless, contrary to the hypothesis, a lower proportion of program viewing (i.e., higher proportion of interactive engagement on games or apps) at baseline was associated with greater externalizing behavior at one-year follow-up in toddlers. The stability findings suggest that early childhood may be a crucial time within which persistent screen use patterns and habits are formed. The inconsistent associations of types and social contexts of mobile screen use with behavior show that other factors such as content, associated interactions and purpose of use may need to be considered to better understand how use of mobile technology may be implicated in early childhood psychosocial development.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 274-286"},"PeriodicalIF":3.2,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552775","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":"Caregivers’ perceptions on caregiver-implemented intervention and coaching","authors":"Gospel Y. Kim ,&nbsp;Kathleen N. Tuck ,&nbsp;Mallory M. Eddy ,&nbsp;Ankita Bhattashali ,&nbsp;Kathryn M. Bigelow","doi":"10.1016/j.ecresq.2024.10.009","DOIUrl":"10.1016/j.ecresq.2024.10.009","url":null,"abstract":"<div><div>Although caregiver-implemented interventions are effective in promoting the development of young children with delays and/or disabilities, there has been limited understanding of how caregivers perceive caregiver-implemented intervention and coaching practices. This study aimed to explore caregivers’ perceptions of their experiences as intervention agents for their young children with delays and/or disabilities receiving early intervention services. Semi-structured interviews were conducted with six caregivers. Qualitative data were analyzed using a thematic analysis approach. Using caregivers’ reports, we identified facilitators and barriers to caregiver coaching, caregiver-implemented intervention, and other contextual factors. Findings indicated caregivers had positive perceptions of effective coaching strategies, strong caregiver-provider relationships, and a systematic instructional approach. The need for individualization was captured in both caregiver coaching and intervention practices. We discussed further findings and implications with recommendations for research and practice.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 264-273"},"PeriodicalIF":3.2,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142538643","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":"Mission FEEL! A novel emotion understanding intervention for preschoolers: A proof-of-concept study","authors":"Sarah V. Alfonso ,&nbsp;Lauren A. Ortega ,&nbsp;M. Isabel Fernández","doi":"10.1016/j.ecresq.2024.10.002","DOIUrl":"10.1016/j.ecresq.2024.10.002","url":null,"abstract":"<div><div>Emotion understanding is an important competency that children begin to develop during the first years of life and serves as an essential building block for lifelong learning. Emotion understanding is linked to developmental outcomes including academic, cognitive, and social-emotional skills. Not surprisingly, efficacious interventions to promote children's social emotional skills have been developed. Scale-up of these interventions is challenging because they are time and resource intensive. Brief, fully automated interventions are promising alternatives to overcome implementation barriers. <em>Mission FEEL!</em> is a two-session, fully automated intervention grounded in cognitive-behavioral theory aimed at promoting emotion understanding among preschoolers. This proof-of-concept study examined the acceptability and feasibility of <em>Mission FEEL!</em>. We recruited 52 preschool children and their parents/guardians across Florida. Participants completed four virtual study visits: a baseline emotion understanding assessment, two intervention sessions, and a one-month follow-up emotion understanding assessment. We established a priori benchmarks to determine feasibility, acceptability, and clinical meaningfulness. The results indicated that <em>Mission FEEL!</em> is both feasible and acceptable. All outcomes, except two that were in the acceptable range, met the benchmarks for good or excellent. The clinical meaningfulness of the intervention was supported by parental perceptions of the program's influence on emotion-related parent-child interactions, perceived value of the program in children's daily lives, and observed difference in emotion understanding scores between baseline and follow-up. The ease of scale-up, low cost, and potential practical implications also contributed to the clinical meaningfulness. Findings from this proof-of-concept study suggest that <em>Mission FEEL!</em> merits advancing to the next phase of intervention development testing.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 254-263"},"PeriodicalIF":3.2,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528246","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":"Participation in the Missouri Parents as Teachers Parent Education Program and third grade math and English language arts proficiency","authors":"Wayne A. Mayfield,&nbsp;Manda Tiwari,&nbsp;Elizabeth M. Knight,&nbsp;Jo Anne S. Ralston,&nbsp;Ryanne DeSpain,&nbsp;Sara Gable","doi":"10.1016/j.ecresq.2024.10.005","DOIUrl":"10.1016/j.ecresq.2024.10.005","url":null,"abstract":"<div><div>The Missouri Parents as Teachers (PAT) Parent Education Program is a voluntary and universal home visiting program available to all Missouri families who are expecting a child or who have a child ages birth to kindergarten entry. Families participating in the Missouri PAT Parent Education Program receive a variety of family support services, including family personal visits with trained parent educators to develop parent practices and child school readiness. Research indicates that home visiting components of parent education programs support child academic outcomes. However, studies have not extensively examined how variation in participation, including the developmental period of exposure—the child's age upon entry and duration of participation—and number and frequency of home/family visits, is associated with child outcomes. In this study, we used linear probability regression to examine associations between variation in participation in the Missouri PAT Parent Education Program and child third grade proficiency in math and English language arts (ELA) <em>(n</em> = 9777), while controlling for relevant child, parent, family, and school-level factors<em>.</em> We also tested the potential moderating role of family low-income status at enrollment into the program. We found that the number of family personal visits was positively associated with third-grade math and ELA proficiency, whereas no significant findings emerged for developmental period of program exposure. Our findings indicate that increased exposure to the Missouri PAT Parent Education Program was positively associated with third-grade academic achievement for all children, including those from low-income families.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 234-242"},"PeriodicalIF":3.2,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528244","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":"“Tell me what I'm doing wrong”: Criticism of parenting choices and mental health during COVID-19","authors":"Kaitlin P. Ward,&nbsp;Olivia D. Chang,&nbsp;Shawna J. Lee","doi":"10.1016/j.ecresq.2024.10.008","DOIUrl":"10.1016/j.ecresq.2024.10.008","url":null,"abstract":"<div><div>During the COVID-19 pandemic, parents struggled with high levels of economic insecurity and mental health difficulties. Social cognitive theory suggests that receiving criticism from others contributes to psychological distress. This mixed-methods study explored longitudinal associations between receiving criticism about parenting choices and parental anxiety, depression, and financial worries during COVID-19. Survey data were collected at two time points in April 2020 from a national U.S. sample of 359 parents (70 % White, 67 % female, average age 34 years). Quantitative analyses were conducted using logistic and linear regression, and qualitative responses were coded to elucidate topics of criticism. Criticism at T1 was associated with increased parental anxiety, depression, and financial worries at T2 after controlling for these outcomes at T1. Content coding revealed parents were criticized for lenient parenting styles (20.63 %) or for being too strict with COVID-19 precautions (18.13 %). Being criticized about parenting choices may exacerbate mental health problems. Parents may benefit from receiving positive feedback about their parenting methods, either through social media or from family members.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 243-253"},"PeriodicalIF":3.2,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528245","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":"Payment rates and the stability of subsidized child care: Evidence from Minnesota's child care assistance program","authors":"Jonathan Borowsky,&nbsp;Elizabeth E. Davis","doi":"10.1016/j.ecresq.2024.10.007","DOIUrl":"10.1016/j.ecresq.2024.10.007","url":null,"abstract":"<div><div>Participation instability has been recognized as a major challenge in state child care subsidy programs and may undermine the benefits of these programs to the children and families they are intended to support. Payment rates – the maximum amounts that state subsidy programs will pay for child care in a given period – directly determine which providers are affordable to subsidized consumers and what schedules of care they can afford. Payment rates also affect the resources available to providers and their incentive to accept subsidies. This study examines the effect of payment rate increases on the stability of participation in child care subsidies and the stability of subsidized care arrangements. We study the impact of a major update to payment rates for the Minnesota Child Care Assistance Program, using monthly child- and provider-level administrative data and a quasi-experimental design. We implement a regression discontinuity design built on the state's method of setting county rates. We find strong evidence that higher subsidy payment rates lead to more stable subsidy participation and care arrangements. Thus, state-determined payment rates are a critical policy lever that affects access to care.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 222-233"},"PeriodicalIF":3.2,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528243","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":"Teacher gestures bridge meaning: Unpacking teacher gesture in storybook read alouds to support vocabulary","authors":"Sabina Neugebauer ,&nbsp;Lia Sandilos ,&nbsp;Emmaline Ellis ,&nbsp;Maria A. Walls","doi":"10.1016/j.ecresq.2024.10.006","DOIUrl":"10.1016/j.ecresq.2024.10.006","url":null,"abstract":"<div><div>Teacher gesturing is an effective strategy for promoting vocabulary learning during book reading in early childhood settings. While studies find significant variation in teachers’ use of gesture, existing studies have not explored within-teacher and across-book differences in gesturing, reducing the ability to better understand how teachers and books drive gesturing to support language learning. To address this gap, this study investigated the gestures of nine teachers across 108 observations of the same 12 books to understand factors that explain teachers’ frequency of gesturing and the ways in which teachers gesture. Using mixed methods, we estimated multilevel models and descriptive statisics to examine whether books and teacher characteristics explained teachers’ frequency of engaging in representational and iconic gestures and employed multimodal content analysis and a grounded theory approach to better understand how and why certain books elicit more of these gestures across teachers. Study findings show greater within teacher variability in frequency of gesturing as a function of book, a positive association between teacher expertise and frequency of representational gesturing, and that teachers gestured to create emotive, conceptual, and animation bridges to connect the text and illustration to support student understanding of the language in picture books. Results showed that the content of the text also explained teacher gesturing, and thus that gesturing is not solely a teacher trait, but also reflects qualities of the text. Gesture research and practice should continue to consider text selection as critical to promoting this pedagogical strategy.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 211-221"},"PeriodicalIF":3.2,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528242","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":"Early cognitive predictors of language, literacy, and mathematics outcomes in the primary grades","authors":"Theresa Pham ,&nbsp;Marc F. Joanisse ,&nbsp;Daniel Ansari ,&nbsp;Janis Oram ,&nbsp;Christine Stager ,&nbsp;Lisa M.D. Archibald","doi":"10.1016/j.ecresq.2024.10.004","DOIUrl":"10.1016/j.ecresq.2024.10.004","url":null,"abstract":"<div><div>Recently, cross-domain research has shown that some early cognitive precursors of language, reading, and mathematics overlap and predict one another. This study investigated how early cognitive predictors <em>across domains</em> could predict future academic skills <em>across domains</em> using data from 563 students in kindergarten to second grade (ages 5 to 8; 288 males; largely monolingual English). The roles of verbal, symbolic, and magnitude comparison skills as predictors of later academic grades for various language and math subjects were examined. Results found that Grade 1 marks were predicted by kindergarten verbal and symbolic skills, while Grade 2 marks were predicted by verbal skills and Grade 1 as well as indirectly by symbolic skills via Grade 1. Results are discussed in light of the overlapping relationships between language, reading, and mathematics.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 187-198"},"PeriodicalIF":3.2,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528241","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":"When bigger looks better: CLASS results in public Montessori preschool classrooms","authors":"Angeline S. Lillard ,&nbsp;Lee LeBoeuf ,&nbsp;Corey Borgman ,&nbsp;Elena Martynova ,&nbsp;Ann-Marie Faria ,&nbsp;Karen Manship","doi":"10.1016/j.ecresq.2024.10.003","DOIUrl":"10.1016/j.ecresq.2024.10.003","url":null,"abstract":"<div><div>The CLASS-PreK instrument is widely used to evaluate early childhood classrooms, but how classrooms using Montessori, the world's most common alternative education system, fare on CLASS is understudied. Because CLASS focuses largely on teacher-child interactions as the situs of learning, but in Montessori theory, child-environment interactions are considered more primary, Montessori classrooms may score systematically lower than conventional classrooms on CLASS. CLASS also collects format, content, and demographic information that could illuminate how Montessori classrooms compare to other classrooms. Here we used data from the first national study of public Montessori preschool to examine CLASS data in Montessori preschool classrooms as compared to a lottery-control-selected set of business-as-usual ones. Montessori classrooms (<em>n</em> = 54) had 50% more children on average, and significantly higher child:adult ratios (roughly 9 vs. 6) than a set of intentionally stratified control classrooms (<em>n</em> = 19 of 128), and CLASS scores did not differ across classroom types. Children in Montessori classrooms were observed in whole group activities during fewer cycles and in freely chosen activities during more cycles; also children were observed engaging with math content during more cycles in Montessori than in control classrooms. Counterintuitively, but consistent with Montessori theory, Montessori classrooms with larger class sizes (up to 26) had <em>higher</em> Emotional Support and Classroom Organization domain scores, and those with higher child:adult ratios (up to 13:1) trended towards <em>higher</em> Instructional Support domain scores.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 199-210"},"PeriodicalIF":3.2,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528240","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}