Early Childhood Research Quarterly最新文献

{"title":"Family processes of socializing young children’s persistence in challenging tasks among racial/ethnic diverse low-income families","authors":"Wen Wang ,&nbsp;Claire D. Vallotton ,&nbsp;Ryan P. Bowles","doi":"10.1016/j.ecresq.2025.07.004","DOIUrl":"10.1016/j.ecresq.2025.07.004","url":null,"abstract":"<div><div>This study examined how family processes related to the development of young children’s mastery motivation—specifically, their persistence in challenging tasks—vary across racial/ethnic groups in low-income families. We hypothesized that cumulative family hardships and subsequent parental distress would predict parents’ socializing behaviors (that is, autonomy supportiveness, cognitive stimulation, and intrusiveness) and, in turn, influence children’s mastery persistence. The sample was derived from the Early Head Start Research and Evaluation Study (<em>N</em> = 1,558, 51 % boys, 41 % White, 33 % Black, and 26 % Hispanic). Family circumstances were gathered at baseline, parental distress was interviewed at 24 months, and children’s persistence and parents’ socializing behaviors during challenging tasks were observed at 36 months. Results showed that, with the overall sample, the relation between cumulative family hardships and young children’s persistence was mediated through parental distress and observed parents’ cognitive stimulation. Both similarities and variations of the family process were found among the three racial/ethnic groups. Specifically, the mediating role of parental distress was identified only in Black families, but not in White or Hispanic families. Additionally, parental intrusiveness was related to low levels of child persistence only in White families, not in the other two racial/ethnic groups. The mediating roles of parents' autonomy supportiveness and cognitive stimulation were consistent across three groups. These results shed light on the importance of focusing on parents’ positive behaviors, especially cognitive stimulation, and highlighted the necessity of culturally responsive programs to help families foster their young children’s persistence in challenging tasks.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 148-157"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703175","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":"“It is almost impossible to get a spot when you need it”: Understanding parental knowledge and experiences of Canada’s new child care policy promoting access to quality early childhood education and care","authors":"Samantha Burns ,&nbsp;Esther Yu ,&nbsp;Jesseca Perlman ,&nbsp;Kashish Kahlon ,&nbsp;Michal Perlman","doi":"10.1016/j.ecresq.2025.05.004","DOIUrl":"10.1016/j.ecresq.2025.05.004","url":null,"abstract":"<div><div>Starting in 2021/2022, Canada implemented a new early childhood education and care (ECEC) policy, the Canada-Wide Early Learning and Child Care (CWELCC). CWELCC aims to reduce the cost of child care to an average of $10CA/day. However, prior implementation of similar policies resulted in differential outcomes in terms of benefits received. The current mixed methods study examined 1341 parents’ knowledge and experiences with CWELCC. A total of 72.18 % of parents had heard about CWELCC, with the majority reporting information regarding reduction in cost. Benefits parents reported were largely around cost (41.98 %), while challenges were largely around access to full-time care (41.76 %). The most reported concerns were access and affordability. Concerns regarding affordability were related to increased anxiety (<em>b</em> = 0.40, <em>SE</em> = 0.13), whereas concerns about access and inclusion were related to depression (<em>b</em> = 0.35, SE = 0.16). Binary logistic regressions found differential knowledge and experiences with CWELCC based on family characteristics. For example, older parents and parents with higher income were less likely to have heard about CWELCC (<em>OR</em> = 1.07–1.19, 95 % <em>CI</em> [1.04–1.09, 1.10–1.30]). Employed parents were more likely to experience various benefits (<em>OR</em> = 1.69–2.14, 95 % <em>CI</em> [1.21–1.59, 2.39–2.75]). Differences were also found on knowledge, benefits, challenges, and concerns based on province, population density, and children’s characteristics. Implications for future research and policy are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 69-81"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144470785","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":"Measuring executive functions in context: Self-regulating behavior in the kindergarten classroom","authors":"Jacqueline Maloney PhD ,&nbsp;Eva Oberle PhD ,&nbsp;Barbara Weber PhD ,&nbsp;Kimberly A. Schonert-Reichl PhD","doi":"10.1016/j.ecresq.2025.07.006","DOIUrl":"10.1016/j.ecresq.2025.07.006","url":null,"abstract":"<div><div>We examined the utility of two commonly employed measures of executive functions (EFs) to aid early childhood educational researchers in their choice of EF measures and interpretation of results: The Head, Toes, Knees, Shoulders Extended Task (HTKS-E) and the Brief Inventory of Executive Functions – Preschool Version (BRIEF-P). To do so, we examined convergent validity of the two measures, differences in age and gender, and relations to other important classroom variables, such as social and emotional competencies and quality of relationships between kindergarteners and their teachers. We also investigated between-group differences in classroom behaviors and relationships of children who met the clinical cutoff on the BRIEF-P screener of EF dysfunction and those who did not. Both measures of EFs were significantly related to social and emotional competencies and teacher-student relationship quality. We found evidence that EFs are differentiated in kindergarten children and that individual dimensions of EFs are related to different aspects of student classroom behaviors and experiences. Boys were more likely to meet the clinical cutoff on the BRIEF-P; students in this group demonstrated significantly lower scores on the HTKS-E, lower social and emotional competencies, and less closeness with teachers. They also experienced significantly greater aggressive and dysregulated behavior in the classroom and more conflict with teachers. Whereas the HTKS-E was better able to differentiate among children with higher EF proficiency, the BRIEF-P was better able to identify children who may need extra support in the classroom.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 170-179"},"PeriodicalIF":3.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144750792","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":"Understanding inattention, hyperactivity/impulsivity, and peer rejection in preschool: The potential role of conduct problems and prosocial behavior","authors":"Emily M. Glatt ,&nbsp;Darcey M. Allan ,&nbsp;W. John Monopoli","doi":"10.1016/j.ecresq.2025.06.003","DOIUrl":"10.1016/j.ecresq.2025.06.003","url":null,"abstract":"<div><div>Peer relationships are imperative for healthy social and emotional development. In preschool, children are exposed to a new, structured environment, in which there is a sharp learning curve to adjust to unfamiliar expectations. Children with inattention (IA) and hyperactivity/impulsivity (H/I) may have limited social awareness and exhibit disruptive behaviors that lead to peer rejection. Beyond IA and H/I, additional factors may contribute to peer rejection. Conduct problems (e.g., defiance, aggression) and limited prosocial behavior (e.g., sharing, helping) are two social behaviors that are related to peer rejection and are typically observed in children with increased levels of IA and H/I. This study examined the degree to which conduct problems and prosocial behavior account for the link between IA, H/I, and peer rejection in a community sample of preschoolers. Data from 131 preschool children (91.6 % White, 45.8 % Female) who participated in a screening project were analyzed. Indirect effect pathways were examined using structural equation modeling (SEM) in MPlus. Results indicated that when conduct problems and prosocial behavior were included in each model, the direct effect of IA and H/I on peer rejection was no longer significant. Findings suggest that IA and H/I may not be the behaviors that are disrupting a preschooler’s social standing. Findings emphasize the influence preschoolers’ behaviors have on their social status, underscoring the relevance of early childhood when attempting to understand social developmental trajectories. Future longitudinal studies are needed to clarify temporal ordering and strengthen the basis for causal inference.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 82-91"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144470786","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":"How are Early Head Start teachers’ professional development experiences associated with their work-related stress and qualities of teacher-child interactions?","authors":"Claire D. Vallotton ,&nbsp;HyeonJin Yoon ,&nbsp;Holly E. Brophy-Herb ,&nbsp;Lisa Knoche ,&nbsp;Jayden Nord ,&nbsp;Ann M. Stacks","doi":"10.1016/j.ecresq.2025.05.002","DOIUrl":"10.1016/j.ecresq.2025.05.002","url":null,"abstract":"<div><div>Professional development is a necessary support for both teachers’ well-being, and high-quality teacher-child interactions, which are the central mediators of the effects of early care and education on children’s development. Among teachers of older children, effective professional preparation is associated with lower work-related stress and higher classroom quality, but these associations have not been established for infant/toddler teachers generally, nor Early Head Start teachers specifically. Further, professional development opportunities for infant/toddler teachers are typically provided unsystematically, and little is known about what teachers experience, what is most helpful, and how it is associated with their work-related stress and quality teaching. The current study examines the content, format, and helpfulness of professional development experiences for 457 Early Head Start (EHS) teachers in four regions of the United States to describe the variation in professional development and to test how professional development experiences are associated with job stress and the quality of teacher-child interaction. Results indicate that most trainings were provided as one-time workshops, followed by multi-session workshops, and training rarely involved coaching or mentoring. Teachers reported most trainings to be helpful, regardless of content or format, yet most content was not associated with lower stress or teacher-child interactions. Only the helpfulness of training with content related to teacher-child interactions was associated with lower job stress and higher job satisfaction. Teachers’ perceptions of the helpfulness of these trainings were associated with lower teacher-child interaction quality, while attending a training on guidance and discipline was related to higher teacher-child interaction quality. These results call for a far more systematic approach to the preparation and ongoing support of the infant/toddler workforce, including EHS teachers, with training on child guidance as foundational content.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 14-26"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144222481","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":"Examining the dimensions of inhibition and its relations to early academic skills and externalizing behaviors in a preschool-age sample","authors":"Eric D. Hand ,&nbsp;Christopher J. Lonigan","doi":"10.1016/j.ecresq.2025.05.003","DOIUrl":"10.1016/j.ecresq.2025.05.003","url":null,"abstract":"<div><div>Inhibitory processes have been consistently linked to children’s academic and behavioral outcomes. Researchers have argued that response inhibition (i.e., the ability to suppress a prepotent response) and interference suppression (i.e., the ability to ignore task-irrelevant information) represent two distinct constructs in preschool-age children and may be differentially related to children’s academic and behavioral outcomes. However, due to issues with study design, the structure of inhibitory processes and their specific relations to academic and behavioral outcomes remains unclear. The goals of this study were to determine the structure of inhibitory processes with preschool-age children using tasks counterbalanced by measurement method (i.e., computerized vs. non-computerized) and to examine their relations to children’s early academic and behavioral outcomes. In this study, 167 preschool-age children were assessed on measures of response inhibition, interference suppression, and early academic skills (i.e., phonological awareness and early math). Teachers of participating children completed a measure of externalizing behaviors (i.e., the CTRS-15). Contrary to the reported results of other studies of preschool-age children, a two-factor model consisting of separate response inhibition and interference suppression factors did not provide a better fit than a one-factor model of inhibition. Results indicated that the unitary Inhibition factor was similarly related to phonological awareness and early math skills. The unitary Inhibition factor was significantly associated with ADHD-related behaviors but not oppositional-defiant behaviors. Implications of findings and future directions are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 39-48"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239913","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":"Unravelling the pathways among relational language, number ordering skills, and number line estimation performance in Hong Kong kindergarten children","authors":"Jenny Yun-Chen Chan ,&nbsp;Winnie Wai Lan Chan","doi":"10.1016/j.ecresq.2025.06.004","DOIUrl":"10.1016/j.ecresq.2025.06.004","url":null,"abstract":"<div><div>Prior research has suggested the links from relational language and number ordering skills to number line estimation performance (Chan et al., 2022; Xu, 2019)—an important predictor of math achievement (Schneider et al., 2018). To delineate the developmental pathways among these constructs beyond Western samples, we used a longitudinal dataset collected with Hong Kong kindergartners (<em>N</em> = 255; 50 % male, 50 % female) to test the predictive links among these constructs. We found that children’s relational language knowledge (<em>β</em>s = .21; <em>p</em>s &lt; .01), but not number ordering skills, consistently predicted their later number line estimation performance. Children’s relational language knowledge did not significantly predict their later number ordering skills. Number ordering skills were not a significant mediator between relational language knowledge and number line estimation performance. Specifically, children’s early relational language knowledge did not predict their intermediate number ordering skills, and they in turn did not predict later number line estimation performance. The findings highlighted the importance of relational language in supporting children’s number line estimation performance, informing future research on educational practices. However, at least in the Hong Kong sample, relational language knowledge did not predict children’s number ordering skills, and these skills did not predict their number line estimation performance. The study underscored the importance of examining mathematical skills development beyond the Western countries, and the possibility of different developmental pathways among diverse populations. Understanding these differences is crucial for designing culturally situated, inclusive math instruction that effectively promotes all children’s development.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 101-111"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144562846","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":"School readiness of dual language learners in Migrant and Seasonal Head Start (MSHS): The role of dominant language of classroom interactions and socioeconomic status","authors":"Ye Shen ,&nbsp;Ji-Young Choi ,&nbsp;Yimei Xiong","doi":"10.1016/j.ecresq.2025.07.001","DOIUrl":"10.1016/j.ecresq.2025.07.001","url":null,"abstract":"<div><div>Children of migrant and seasonal farm workers (MSFWs) represent a highly disadvantaged and understudied population in the U.S., with unique educational and socio-linguistic needs. This study leverages nationally representative data on children of MSFWs attending Migrant and Seasonal Head Start (MSHS) programs to investigate how Spanish-English dual language learners’ (DLLs’) school readiness skills are related to their dominant language of classroom interaction and family socioeconomic status (SES), particularly maternal education and poverty status. We examined both the direct associations and the interaction between the dominant language of classroom interaction and SES in shaping school readiness skills. Results show that DLLs’ more Spanish-dominant interaction in the classroom, compared to English, predicted higher Spanish literacy skills, with no significant effect on English literacy skills. Poverty status was correlated with weaker Spanish skills. While maternal education was not directly associated with school readiness, it interacted with DLLs’ dominant language of classroom interaction in predicting school readiness. That is, DLLs’ greater Spanish-dominant classroom interaction predicted higher approaches to learning skills, but this effect was observed only for DLLs whose mothers had a high school or higher education. This suggests that Spanish dominance in the classroom may benefit relatively more advantaged children within the MSHS context. By capturing the continuum of dominant language of classroom interaction, this study provides insights into the complex interplay between language experiences and SES factors, offering nuanced implications for promoting school readiness in DLLs from MSFW backgrounds.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 112-120"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144632307","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":"Developmental health and vulnerability among young children in Pakistan: Findings from a large-scale early childhood development assessment in Karachi","authors":"Salima Kerai ,&nbsp;Seema Lasi ,&nbsp;Maram Alkawaja ,&nbsp;Ghazala Rafique ,&nbsp;Salman Kirmani ,&nbsp;Eva Oberle","doi":"10.1016/j.ecresq.2025.07.005","DOIUrl":"10.1016/j.ecresq.2025.07.005","url":null,"abstract":"<div><div>Assessing and supporting early childhood development is a global priority—however, our understanding of the developmental health of young children from Lower and Middle-Income Countries (LMICs), including Pakistan remains limited. Using an Urdu translation of the Early Years Development Instrument (EDI), this study assessed the developmental health and vulnerability of 9,372 kindergarten-aged children (<em>Mean</em> age = 6.2; <em>SD</em> = 1.1; 53.9 % female) in 397 schools in Karachi, Pakistan. We also examined differences in vulnerability in physical, social-emotional and cognitive domains based on the children’s gender, family income, and ethnic background. Results from logistic regression analyses revealed that 10 % of children were vulnerable in each developmental domain, and 28 % were vulnerable in one or more domains. Boys, children from low-income families, and children with ethnic minority backgrounds were more likely to be vulnerable in any of the domains. The findings highlight that children in our study who experienced social disadvantages were more likely to be developmentally vulnerable, which may negatively impact their further development and success in school. Our findings underscore the need for universal and targeted interventions to reduce childhood vulnerability in Pakistan. This includes supporting at-risk subgroups of children and promoting equity from an early stage in life.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 158-169"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714584","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":"Modeling the mechanisms through which conditions of poverty are associated with late language emergence in young children","authors":"Britt Singletary,&nbsp;Laura M. Justice,&nbsp;Hui Jiang,&nbsp;Winifred Wilberforce,&nbsp;Daniela Avelar","doi":"10.1016/j.ecresq.2025.07.003","DOIUrl":"10.1016/j.ecresq.2025.07.003","url":null,"abstract":"<div><div>Children growing up in households that undergo economic hardship experience relatively higher rates of language delay and disorder compared to those growing up in homes with more socioeconomic means. The Family Stress Model provides a conceptual model for understanding how experiencing poverty may influence late language emergence (LLE; aka late talking) in young children at age two years. Using a five-dimensional model, we explore the hypothesis that economic hardship and pressure influence parental psychological distress and relationship conflict, in turn leading to disrupted parenting, which may contribute to LLE in young children. We use 14 key indicators to model these five dimensions of the Family Stress Model in our analytical sample of 246 mothers and their two-year-old children experiencing low income. Results provide support for the Family Stress Model as applicable to understanding the contribution of experiencing poverty to LLE, such that the z-score of the likelihood of a child being identified as a late talker was expected to increase by 0.22 with a one standard deviation increase in disrupted parenting. Our analyses suggest a mechanism through which experiences with poverty may disrupt early language development, although further exploration of the impacts of family dynamics within this crucial developmental period is warranted.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 121-134"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144694484","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}