Early Childhood Research Quarterly最新文献

{"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}

{"title":"Mathematics in U.S. Preschool and Kindergarten Classrooms","authors":"Michèle M. Mazzocco ,&nbsp;Margaret R. Burchinal ,&nbsp;Ann C. Schulte ,&nbsp;Deborah Lowe Vandell ,&nbsp;Ashley Sanabria ,&nbsp;Jin Kyoung Hwang ,&nbsp;Carol McDonald Connor","doi":"10.1016/j.ecresq.2024.04.007","DOIUrl":"10.1016/j.ecresq.2024.04.007","url":null,"abstract":"<div><p>To provide a landscape of mathematics activities children experience in U.S. preschool and kindergarten classrooms, we observed time children spent in mathematics activities (and — as a contrast — literacy) in 101 geographically diverse early childhood classrooms in seven U.S. states. We also observed what mathematics content, grouping strategies, and management formats teachers engaged during classroom mathematics activities. Each observation lasted approximately 2 hours; collectively these observations focused on 930 children observed one to three times during the 2018/2019 or 2019/2020 school year. Averaging across individuals’ data within classrooms, we found that mathematics and literacy activities comprised 5% and 45% of time observed in preschool classrooms, respectively; and 25% and 42% of time observed in kindergarten classrooms, respectively. At both grades, when mathematics activities occurred, they were proportionally more often teacher-led rather than child-led. These findings raise concerns about the paucity of mathematics and over-reliance on developmentally inappropriate teacher-managed mathematics instruction in early childhood classrooms, especially preschools. Amount of time in math did not vary by preschool auspice, but time in literacy and the proportion of math time devoted to specific math content did: In Head Start classrooms we observed lowest percentage of time in literacy (and the highest percentage of time in non-instruction) compared to all other auspices. Across auspices, numeracy was the predominant math content area overall, but especially in Head Start classrooms. Thus, some aspects of early mathematics may differ with program auspice, suggesting that recommendations to increase and improve early mathematics activities may need to consider auspice characteristics.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 25-37"},"PeriodicalIF":3.2,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141461612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of work-related wellbeing and workplace culture and climate on intention to leave in the early childhood sector","authors":"Rebecca Bull ,&nbsp;Laura McFarland ,&nbsp;Tamara Cumming ,&nbsp;Sandie Wong","doi":"10.1016/j.ecresq.2024.06.002","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.06.002","url":null,"abstract":"<div><p>High-quality early childhood education and care (ECEC) enables families to participate in paid employment and promotes positive outcomes for children. Maintaining a stable ECEC workforce is critical to these endeavours. However, the retention of qualified early childhood educators is a pervasive problem globally. While much has been written about reasons for leaving the sector, there has been less attention to the ‘intention to leave’ stage. This study used a mixed-methods approach to explore how work culture and climate and work-related wellbeing support early childhood professionals’ decisions to stay in or leave the profession, and whether there are significant differences between educators’ and centre directors’ intention to leave. Quantitative findings of survey responses from 713 early childhood professionals suggest that one in three respondents intended to leave the profession, more than half of these within five years. Emotional exhaustion predicted intention to leave in both groups. For centre directors, higher personal accomplishment and older age also predicted higher likelihood of intending to leave. For educators, lower satisfaction with pay and benefits and lower qualification level predicted intention to leave. Qualitative findings highlighted participants’ (n = 97) reasons for intention to leave the sector: feeling undervalued, increased demands with inadequate support, and workforce issues. Understanding these factors may assist in designing interventions to prevent intention turning into a decision to leave, and therefore improve workforce stability. This is especially timely in the Australian context, when attention to supporting the ECEC workforce is high on the political agenda, and real structural and organisational change is possible.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 13-24"},"PeriodicalIF":3.2,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885200624000942/pdfft?md5=e61e9d1ef4b842df4680b0e436e267c9&pid=1-s2.0-S0885200624000942-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141444272","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":"Expanding access to high-quality early care and education for families with low-income in Maryland through child care subsidy policies","authors":"Tamara Halle,&nbsp;Jing Tang,&nbsp;Emily Theresa Maxfield,&nbsp;Cassandra Simons Gerson,&nbsp;Alexandra Verhoye,&nbsp;Rebecca Madill,&nbsp;Gabriel Piña,&nbsp;Patti Banghart Gottesman,&nbsp;Bonnie Solomon,&nbsp;Sage Caballero-Acosta,&nbsp;Ying-Chun Lin,&nbsp;James Fuller,&nbsp;Sarah Kelley","doi":"10.1016/j.ecresq.2024.05.005","DOIUrl":"10.1016/j.ecresq.2024.05.005","url":null,"abstract":"<div><p>Documenting how federal and state child care policies increase equitable access to high-quality early care and education (ECE) for families with low- and moderate-incomes remains a challenge in part due to overlaps in policy enactment. This study used an interrupted time series analysis (ITSA) to describe changes to providers’ participation in Maryland's child care subsidy program following implementation of a constellation of child care policies enacted between January 5, 2015, and March 2, 2020 (i.e., prior to the COVID-19 pandemic). Findings indicate a marked increase in the percentage of licensed family child care (FCC) and center-based providers serving children with a subsidy following increases in household income eligibility levels and provider reimbursement rates in 2018. Provider participation rates varied by neighborhood income level, with participation expanding more in neighborhoods with lower poverty density relative to their starting level in 2015. Changes in child participation rates by income eligibility mirrored changes in state subsidy policy: children residing in income-eligible households above 200 % federal poverty level represented 4.4 % of the child sample in 2018, 13 % in 2019, and 18 % in 2020. The proportion of children with a subsidy who used higher-rated ECE increased significantly between January 2018 and January 2020 for all racial/ethnic groups, income eligibility levels, and urbanicity categories. The majority (62 %) of children who stayed in the subsidy program between 2018 and 2019 stayed with their same provider, many of which obtained their first rating or increased their quality rating during this time frame in accordance with a new requirement for providers to participate in the state's quality rating system to receive a subsidy reimbursement. Implications for future research, policy, and practice are discussed.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"69 ","pages":"Pages 1-12"},"PeriodicalIF":3.2,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141430539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The mixed-delivery pre-k opportunity gap? Differences in demographics, quality, and children's gains in community-based versus public school programs across five large-scale systems","authors":"Christina Weiland ,&nbsp;Meghan McCormick ,&nbsp;Jennifer Duer ,&nbsp;Allison Friedman-Krauss ,&nbsp;Mirjana Pralica ,&nbsp;Samantha Xia ,&nbsp;Milagros Nores ,&nbsp;Shira Mattera","doi":"10.1016/j.ecresq.2024.05.004","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.05.004","url":null,"abstract":"<div><p>Mixed-delivery prekindergarten (Pre-K) systems with slots in both public schools and community-based organization (CBO) settings are common in the U.S. Historically, policies and investments in many of these systems have placed CBOs and, by extension the children who attend them, at a disadvantage relative to public school programs and peers. In this descriptive study, we used secondary data to explore setting inequities in five large-scale Pre-K mixed-delivery systems (Boston, New York City, Seattle, New Jersey, and West Virginia), all of which had taken explicit steps to improve equity across settings. Our public school sample included 2,247 children in 367 classrooms in 146 schools and our CBO sample consisted of 1,700 children in 220 classrooms in 109 centers. We found evidence of substantial sorting of children and teachers by setting. Where we found differences in quality and children's gains, these tended to favor public schools. However, localities with fewer policy differences by setting showed fewer such setting differences. Findings suggest that advancing the goals of equitable, high-quality Pre-K access and narrowing opportunity gaps before kindergarten entry may require more research and policy attention to mixed-delivery setting policy equity.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"68 ","pages":"Pages 247-259"},"PeriodicalIF":3.7,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141240482","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":"Where has all the time gone? Describing time use in full- vs. half-day pre-Kindergarten","authors":"Hannah Denker ,&nbsp;Allison Atteberry","doi":"10.1016/j.ecresq.2024.05.007","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.05.007","url":null,"abstract":"<div><p>The current study examines the allocation of instructional time in half-day versus full-day pre-Kindergarten (pre-K) classrooms within a Colorado public school district that predominantly serves Hispanic and low-income students. Using 114 observations from 34 pre-K classes over two years, with up to 14 repeated observations per teacher, we analyze the distribution of time across various activities and content areas. We find substantial variation in time allocation between half- and full-day classes, especially regarding instructional and non-instructional activities, suggestive of potential differences in learning opportunities across the school year. Notably, full-day classes include a daily nap within their additional hours. Furthermore, we observe a considerable portion of classroom time dedicated to mixed-content activities, highlighting the multidimensional nature of time use in school-based pre-K. Our study's description of time allocation in this district also provides context for the previously published causal effects of the Full-Day Pre-K Study. Ultimately, the present study fills a gap in the body of research on time use in this early childhood education setting and informs stakeholders who are considering the expansion of pre-K programs to include a full-day option.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"68 ","pages":"Pages 235-246"},"PeriodicalIF":3.7,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141240481","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":"Using an evaluative lens to characterize the implementation outcomes of an NDBI within an early intervention system","authors":"Katherine Pickard ,&nbsp;Nailah Islam ,&nbsp;Brooke Demitri ,&nbsp;Nicole Hendrix ,&nbsp;Hannah Davies ,&nbsp;Millena Yohannes ,&nbsp;Ainsley Buck ,&nbsp;Ellen Doernberg ,&nbsp;Jocelyn Kuhn","doi":"10.1016/j.ecresq.2024.05.009","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.05.009","url":null,"abstract":"<div><p>A growing number of research studies are attempting to increase access to naturalistic developmental behavioral interventions (NDBIs) for autistic toddlers and their families by translating these approaches into Part C Early Intervention systems. As efforts to increase the use of NDBIs across EI systems grow, it is important to expand the scope of research to evaluate the implementation impact of this work. In order to address this gap, the current study was grounded in the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework (RE-AIM) to evaluate a broader range of implementation outcomes when a parent-mediated NDBI, Project ImPACT, was implemented within an Early Intervention system. Specific aims included examining: 1) the reach of Project ImPACT to children across the system; 2) the perceived effectiveness of Project ImPACT; 3) rates of provider participation in Project ImPACT training and consultation; 4) the delivery and adaptation of Project ImPACT by Early Intervention providers; and 5) providers’ intent to sustain their use of Project ImPACT. Forty-eight Early Intervention providers enrolled in Project ImPACT training, with a subsample participating in ongoing group consultation followed by an exit interview and a 6-month follow-up survey. Although there was a high level of interest in Project ImPACT training and good retention once enrolled, only half of EI providers who expressed interest in Project ImPACT training ultimately enrolled. Participating providers delivered Project ImPACT to families and children who were representative of state-level demographic information and perceived that Project ImPACT was effective for families and children on their caseload irrespective of whether children were autistic. Consistent with other research studies, providers’ fidelity to Project ImPACT was inconsistent, and providers reported a moderate level of adaptation to the program. At 6-month follow-up, providers reported high maintenance of Project ImPACT. The findings from this study have implications for how the RE-AIM framework could be used to more concisely characterize the impact of implementation efforts within public systems serving autistic toddlers and their families.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"68 ","pages":"Pages 225-234"},"PeriodicalIF":3.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141240484","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":"Patterns of cognitive and social-emotional parental stimulation practices among Ghanaian kindergarteners","authors":"Noelle M. Suntheimer ,&nbsp;Emily M. Weiss ,&nbsp;Esinam Ami Avornyo ,&nbsp;Sharon Wolf","doi":"10.1016/j.ecresq.2024.05.011","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.05.011","url":null,"abstract":"<div><p>Across geographically diverse samples, engagement in stimulating activities with young children is considered an important element of parenting that promotes cognitive, behavioral, and social-emotional development. Indicators of stimulation activities are often summed, based on the assumption that more stimulation is better and that different stimulating activities are equivalent. Instead, this study takes a household-centered analytic approach, applying latent class analysis to detect patterns of parental stimulation practices across six activities. We then examine predictors of the resultant latent classes and their implications for children's school readiness among a sample of Ghanaian kindergarteners (<em>N</em> = 2,117; <em>M_age</em> = 5.2 years; 51% male). Results support a 4-class solution that represents (i) Highly Stimulating; (ii) Social-emotionally Stimulating; (iii) Playful; and (iv) Playful and Academically Stimulating households. Multiple child and family characteristics differentially predict latent class membership, although class membership did not differentially predict children's literacy, numeracy, executive function, or social-emotional skills. Findings suggest that all combinations of parental stimulation are equivalently promotive of children's school-related skills and help reify a strengths-based perspective. The results deepen our understanding of the different configurations of parental stimulation and suggest that a tailored approach to parenting programs may be beneficial. Programs can build on activities that parents already do (e.g., social-emotional) to encourage increased stimulation in other areas (e.g., academic).</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"68 ","pages":"Pages 203-213"},"PeriodicalIF":3.7,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141240486","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":"Blame, shame, and rejection: Families’ experiences with preschool suspension and expulsion","authors":"Charis L. Wahman ,&nbsp;Elizabeth A. Steed ,&nbsp;Karen Houston ,&nbsp;Julianne Daniel ,&nbsp;Briana J. Williams ,&nbsp;Maddy Esterer","doi":"10.1016/j.ecresq.2024.05.010","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.05.010","url":null,"abstract":"<div><p>Family perspectives about their child's suspension and expulsion have been understudied. This qualitative study used focus group methodology and individual family interviews to explore the perspectives of families with a child who was suspended or expelled from an early childhood classroom. Participants in this study were twenty caregivers who were the biological or adoptive parents of a preschooler who was suspended or expelled. Findings extend the field's knowledge on the emotional experiences of families and suggest the need for healing-centered practices that include clear and rapid communication systems, effective support for children with specialized needs, and equitable policies that stop implicit biases in discipline decisions. Implications for practice, policy, and future research are discussed.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"68 ","pages":"Pages 214-224"},"PeriodicalIF":3.7,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141240485","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}