Early Childhood Research Quarterly最新文献_第6页

Young children’s moral judgments of lying in the digital era: Evaluating privacy lies in online and offline interactions 数字时代幼儿对说谎的道德判断：评估隐私在于线上线下的互动

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-10-13 DOI: 10.1016/j.ecresq.2025.10.003

Su Kee Tan , Xiao Pan Ding , Angela D. Evans

{"title":"Young children’s moral judgments of lying in the digital era: Evaluating privacy lies in online and offline interactions","authors":"Su Kee Tan , Xiao Pan Ding , Angela D. Evans","doi":"10.1016/j.ecresq.2025.10.003","DOIUrl":"10.1016/j.ecresq.2025.10.003","url":null,"abstract":"<div><div>With growing internet exposure among children, online privacy risks have become a major concern. Previous studies have suggested that children show a limited awareness of privacy risks in online settings (e.g., interactions on social media platforms) as compared to offline settings (e.g., face-to-face interactions). While lying is typically viewed negatively, the use of privacy lies can safeguard personal information and ensure personal safety. The current study aimed to examine children’s moral judgment of privacy lies in online and offline settings. Two studies were conducted to investigate six- to eight-year-old children’s moral judgments of privacy-protective strategies (i.e., lie-telling, withholding, and truth-telling) in online and offline settings. Children were presented with a series of hypothetical dilemmas and evaluated the acceptability of using the privacy-protective strategies. The results showed that children viewed privacy lies and withholding as acceptable when disclosing personal information to strangers, with no significant difference between online and offline contexts (Study 1). Age differences emerged when confronted with the requests for personal information from friends (Study 2). Only eight-year-olds evaluated privacy lies as more acceptable and preferred offline truth-telling over online. These findings offer new insights to children’s moral judgments of lying and understanding of privacy risks.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 221-231"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145314871","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

How are Difficulty Types Related to the Allocation of Special Needs Assistance in Early Childhood Education and Care 在幼儿教育及照顾方面，困难类型与特殊需要援助的分配有何关系

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-10-11 DOI: 10.1016/j.ecresq.2025.10.002

Louie Lei Wang , Monica Melby-Lervåg , Ratib Lekhal , Mari Vaage Wang

{"title":"How are Difficulty Types Related to the Allocation of Special Needs Assistance in Early Childhood Education and Care","authors":"Louie Lei Wang , Monica Melby-Lervåg , Ratib Lekhal , Mari Vaage Wang","doi":"10.1016/j.ecresq.2025.10.002","DOIUrl":"10.1016/j.ecresq.2025.10.002","url":null,"abstract":"<div><div>Early intervention for children with difficulties is crucial for their academic and life outcomes. However, we know little about how special needs assistance (SNA) is allocated to early childhood education and care (ECEC). This study is based on the Norwegian Mother, Father and Child Cohort Study (MoBa) and examines whether children’s difficulty types predict SNA allocation and its hours, with ECEC and demographic variables controlled. We used the maternal questionnaire when children were 5 years old (<em>n</em> = 41,452; 2,340 received SNA). The outcomes were whether the children received SNA and its weekly hours. Children’s difficulties were measured through single questions and rating scales; ECEC factors included a parental satisfaction scale and the caretakers–children ratio. Demographic variables included children’s sex and age, and parental education. We used a zero-inflated Poisson regression for the data analysis. Among the children receiving SNA, 35% had language difficulties, but they received few assisted hours. These children had more severe difficulties compared to those with language difficulties but without SNA. Children with comorbid language and developmental difficulties were most likely to receive SNA (89%) and had the highest number of hours. Children with behavioral problems were least likely to receive SNA. Higher ECEC satisfaction predicted more hours. A higher caretakers–children ratio predicted an increased likelihood of receiving SNA and more hours. In conclusion, children with language difficulties constitute the largest SNA group, yet they receive few hours. ECEC factors are related to detecting and supporting children in need.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 211-220"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145261681","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

Supporting teachers to enact science talk in early elementary classrooms: The role of professional learning and curriculum 支持教师在小学早期课堂进行科学讲座：专业学习与课程的作用

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-10-17 DOI: 10.1016/j.ecresq.2025.09.005

Tanya S. Wright , Amelia Wenk Gotwals , Arianna Pikus

引用次数: 0

Teacher observations of loneliness and ostracism among five-year-olds: Associations with social–emotional functioning, vocabulary, and language background 教师对五岁儿童孤独感和排斥感的观察：与社会情感功能、词汇和语言背景的关系

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-08-25 DOI: 10.1016/j.ecresq.2025.08.004

Anne-Elina Salo , Katja Upadyaya , Mirjam Kalland , Sami Hyttinen , Katariina Salmela-Aro , Marja-Kristiina Lerkkanen

{"title":"Teacher observations of loneliness and ostracism among five-year-olds: Associations with social–emotional functioning, vocabulary, and language background","authors":"Anne-Elina Salo , Katja Upadyaya , Mirjam Kalland , Sami Hyttinen , Katariina Salmela-Aro , Marja-Kristiina Lerkkanen","doi":"10.1016/j.ecresq.2025.08.004","DOIUrl":"10.1016/j.ecresq.2025.08.004","url":null,"abstract":"<div><div>Being included in play and forming positive peer relationships are critical for children to meet their need to belong in early childhood education and care (ECEC). Loneliness and ostracism, then, threaten meeting this need. In this study, five-year-old children’s (<em>N</em> = 31,169) loneliness and ostracism were examined through ECEC teacher observations. About one-sixth of the children were evaluated as lonely and close to one-tenth as ostracized often to very often. Groups of children were then formed, based on different combinations in these threats to belonging: 1) rare threats (80.2%), 2) frequently lonely (rarely ostracized) (10.5%), 3) accumulated threats (7.7%), and 4) frequently ostracized (rarely lonely) (1.6%). Multinomial regression analysis with pairwise comparisons suggested differences between the groups in children’s social-emotional functioning, vocabulary, and language background but not in gender. It is vital to equip ECEC teachers with competencies to observe and address loneliness and ostracism, to build safe and inclusive peer communities for all children, and to develop children’s social-emotional skills. Implications for ensuring that every child can build peer relationships, access play, and learn to positively include their diverse peers are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 46-56"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144896529","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

The joint effect of screen use and home literacy on children's receptive vocabulary developmental trajectories: A harm reduction perspective 屏幕使用和家庭读写能力对儿童接受性词汇发展轨迹的共同影响：一个减少伤害的视角

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2026-01-01 Epub Date: 2025-09-30 DOI: 10.1016/j.ecresq.2025.09.004

Shan Lu , Chenchen Xu , Xiaoning Liu , Wenting Guo , Xiaopei Xing

引用次数: 0

Effects of a peer-mediated intervention on the language and socialization experiences and skills of preschool children 同伴中介干预对学龄前儿童语言和社会化经验及技能的影响

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-10-01 Epub Date: 2025-07-25 DOI: 10.1016/j.ecresq.2025.07.002

Laura M. Justice, G. Logan Pelfrey, Tiffany J. Foster, Matthew Brock, Hui Jiang

{"title":"Effects of a peer-mediated intervention on the language and socialization experiences and skills of preschool children","authors":"Laura M. Justice, G. Logan Pelfrey, Tiffany J. Foster, Matthew Brock, Hui Jiang","doi":"10.1016/j.ecresq.2025.07.002","DOIUrl":"10.1016/j.ecresq.2025.07.002","url":null,"abstract":"<div><div>Isolation from the peer social network can contribute to numerous adversities for children over time. The Promoting Early Engagement, Relationships, and Socialization (PEERS) peer-mediated intervention was designed to address the specific needs of preschool-aged children who are experiencing social isolation in their classroom and who also exhibit relatively less-developed pragmatic language skills than their peers. The aims of the present study were twofold: (1) to assess the impacts of PEERS on socially isolated children’s interactions with their peers, position within the classroom social network, and social and language skills; and (2) to examine social network, social skills, and language outcomes for children who assisted teachers in implementing PEERS, whom we refer to as “buddies.” Participants included 75 preschool-aged children (25 isolates/50 buddies) in 25 classrooms randomized to treatment (<em>n</em> = 12) or business-as-usual control (<em>n</em> = 13). Results showed that the PEERS intervention significantly increased isolated children’s peer interactions and cooperative play, with trends in a positive direction for increased degree centrality. Positive impacts were also seen for two of four measured social-skills outcomes. Buddies in treatment classrooms showed greater gains on two measures of social skills and pragmatic language skills. Study findings suggest that peer-mediated intervention can have positive effects for both isolated target children and implementing buddies, but the mixed effects support the need for further investigation of peer-mediated interventions in preschool settings with larger samples.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 135-147"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703166","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

The roles of early maternal parenting practices and children’s regulation in predicting English vocabulary in Spanish-speaking emerging bilingual children 早期母亲教养和儿童调节在预测西班牙语新兴双语儿童英语词汇中的作用

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-10-01 Epub Date: 2025-06-19 DOI: 10.1016/j.ecresq.2025.05.006

Jamie Theresa Lopez , Tracy L. Spinrad , Jodi Swanson, Lillian Ramirez Vasquez

{"title":"The roles of early maternal parenting practices and children’s regulation in predicting English vocabulary in Spanish-speaking emerging bilingual children","authors":"Jamie Theresa Lopez , Tracy L. Spinrad , Jodi Swanson, Lillian Ramirez Vasquez","doi":"10.1016/j.ecresq.2025.05.006","DOIUrl":"10.1016/j.ecresq.2025.05.006","url":null,"abstract":"<div><div>Many children in the United States are growing up in homes with a non-English primary spoken language. Because students must learn and perform in English-language classrooms, understanding early factors and processes involved in developing English vocabulary is critical. With a longitudinal panel model, we examined the prediction of fifth-grade English vocabulary skills from both extrinsic (i.e., mothers’ warmth/responsive parenting) and intrinsic (i.e., self-regulation, Spanish vocabulary skills) factors, controlling for children’s sex, families’ socioeconomic status, and mothers’ English language proficiency among a Spanish-speaking subset of participants (<em>N</em> = 446) in the Early Head Start Research and Evaluation Project national dataset. Maternal warmth/responsivity assessed during infancy was positively associated with children’s self-regulation in toddlerhood. In turn, self-regulation was positively related to Spanish vocabulary in preschool, which positively predicted fifth-grade English vocabulary skills. Findings indicate that children’s own heritage language and emotionally supportive parenting practices benefit English vocabulary development, through children’s self-regulation skills, in low-income Spanish-speaking emerging bilingual children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 49-58"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144314332","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

The pathway to advanced mathematical understanding: The contribution of general and mathematical language and the home environment 通往高级数学理解的途径：通用语言和数学语言与家庭环境的贡献

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-10-01 Epub Date: 2025-08-05 DOI: 10.1016/j.ecresq.2025.07.009

Karen De Keersmaeker , Patrick Onghena , Kris Van den Branden , Wim Van Dooren

{"title":"The pathway to advanced mathematical understanding: The contribution of general and mathematical language and the home environment","authors":"Karen De Keersmaeker , Patrick Onghena , Kris Van den Branden , Wim Van Dooren","doi":"10.1016/j.ecresq.2025.07.009","DOIUrl":"10.1016/j.ecresq.2025.07.009","url":null,"abstract":"<div><div>Already in the early grades of primary school children develop notions of advanced mathematical concepts such as patterning, proportional reasoning, and probabilistic reasoning. However, there are large differences among children. We examined to which extent these differences could be explained by children’s general language abilities, mathematical language abilities, and their home environment (i.e., maternal education level and home language). Data were collected in 717 first, second, and third graders who all engaged in a general language task, an advanced mathematical language task (addressing the mathematical language present in the domains of patterning, proportionality, and probability), and an advanced mathematical abilities task (addressing their reasoning in these domains). Path analysis revealed that both general language and advanced mathematical language abilities contributed to children’s advanced mathematical abilities, although advanced mathematical language abilities were more impactful than general language abilities. Children’s advanced mathematical language abilities partly mediated the relationship between general language abilities and advanced mathematical abilities. Advanced mathematical language abilities were in turn influenced by maternal education level and general language abilities. More precisely, children with more highly educated mothers and children with better general language abilities tend to have a better understanding of advanced mathematical language. Children who only spoke the instructional language at home did not perform better on the advanced mathematical language task than children with a different home language.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 191-204"},"PeriodicalIF":3.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144772199","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

Reciprocal effects between phonological processing skills and Chinese word reading in kindergarten children: A longitudinal cross-lagged study 幼儿园儿童语音加工技能与汉语词汇阅读的交互效应：一项纵向交叉滞后研究

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-10-01 Epub Date: 2025-06-20 DOI: 10.1016/j.ecresq.2025.06.002

Xiujie Yang , Liushuang Zhang , Kaichun Liu , Yuehan Hong

{"title":"Reciprocal effects between phonological processing skills and Chinese word reading in kindergarten children: A longitudinal cross-lagged study","authors":"Xiujie Yang , Liushuang Zhang , Kaichun Liu , Yuehan Hong","doi":"10.1016/j.ecresq.2025.06.002","DOIUrl":"10.1016/j.ecresq.2025.06.002","url":null,"abstract":"<div><div>The present study conducted a longitudinal examination of the bidirectional relationships between phonological processing skills (namely, phonological awareness, phonological memory, and rapid automatized naming (RAN)) and Chinese word reading abilities in kindergarten children. Phonological awareness, phonological memory, RAN, and Chinese word reading were assessed three times over a one-year period in a sample of 118 Chinese kindergarten children. Cross-lagged panel analysis revealed that RAN consistently predicted subsequent Chinese word reading, while Chinese word reading consistently accounted for a significant amount of variance in subsequent phonological awareness. Furthermore, a bidirectional cross-lagged relationship was observed between phonological awareness and phonological memory. These findings underscore the reciprocal influences of phonological awareness, RAN, and Chinese word reading during the early stages of reading acquisition, particularly in the initial phases of reading development among young children, emphasizing the importance of addressing and nurturing phonological awareness, RAN skills, and Chinese word reading proficiency in order to facilitate successful reading acquisition.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 59-68"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A pilot study of the impact and implementation of an anti-racism program for preschoolers 一项针对学龄前儿童反种族主义方案的影响和实施的试点研究

IF 3.1 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-10-01 Epub Date: 2025-08-02 DOI: 10.1016/j.ecresq.2025.07.008

Huriya Jabbar , Jessica R. Toste , Kathrynn Pounders , Beth Feuer

{"title":"A pilot study of the impact and implementation of an anti-racism program for preschoolers","authors":"Huriya Jabbar , Jessica R. Toste , Kathrynn Pounders , Beth Feuer","doi":"10.1016/j.ecresq.2025.07.008","DOIUrl":"10.1016/j.ecresq.2025.07.008","url":null,"abstract":"<div><div>This study aimed to develop and test a novel anti-racism program for White preschool-aged children: the GoKAR! (Kids Against Racism) Program. While there is an extensive literature focused on the presence and development of children’s racial attitudes, few studies have focused on explicit anti-racism programs for 4- and 5-year-olds. To address this gap, 114 child-caregiver dyads from across the United States were randomly assigned to either treatment (GoKAR! Program) or waitlist-control conditions. Caregivers implemented the GoKAR! Program at home over four weeks. This proof-of-concept pilot study evaluated the impact and implementation of the program. Results indicated no significant difference in racial bias among program participants; however, children in the treatment condition exhibited greater understanding of key terms and concepts about racism at posttest, compared to those in the control condition. Family context variables did not significantly predict baseline racial bias, but having a Black person in the family’s social network was found to be a significant predictor of change in racial bias for children participating in the program. Overall, families reported high levels of engagement and satisfaction with the GoKAR! Program. Further research is needed to explore the long-term impacts and potential modifications to increase the program’s effectiveness in targeting racial attitudes.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 180-190"},"PeriodicalIF":3.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144763633","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