Early Childhood Research Quarterly最新文献

{"title":"A new set of tools for capturing the language used by and with latine preschoolers: The index of sophisticated preschool vocabulary / Índice de vocabulario sofisticado pre-escolar","authors":"Adina Schick,&nbsp;Cassie Wuest,&nbsp;Gigliana Melzi","doi":"10.1016/j.ecresq.2024.11.006","DOIUrl":"10.1016/j.ecresq.2024.11.006","url":null,"abstract":"<div><div>Countless studies have highlighted the critical relation between children's vocabulary during the preschool years and their future academic success. Although much of this work has focused on the number of words young children are exposed to, another key aspect of children's vocabulary is their knowledge and use of sophisticated words. However, to date, there has been no systematic tool for capturing preschoolers’ vocabulary sophistication in both English and Spanish. Thus, the present study sought to develop, pilot, and explore the validity of a tool for capturing the sophisticated vocabulary used by and with young Latine children. Findings resulted in the creation and validation of the <em>Index of Sophisticated Preschool Vocabulary (ISP-English) / Índice de vocabulario sofisticado pre-escolar (ISP-Spanish)</em>, tools that can support researchers and educators in accurately and equitably capturing Latine preschoolers’ exposure to and use of sophisticated vocabulary.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 26-34"},"PeriodicalIF":3.2,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142746122","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":"Why is ECE enrollment so complicated? An analysis of barriers and co-created solutions from the frontlines","authors":"Kristen A Copeland ,&nbsp;Alexis Amsterdam ,&nbsp;Heather Gerker ,&nbsp;Desire Bennett ,&nbsp;Julietta Ladipo ,&nbsp;Amy King","doi":"10.1016/j.ecresq.2024.11.007","DOIUrl":"10.1016/j.ecresq.2024.11.007","url":null,"abstract":"<div><div>Numerous studies have examined the processes parents use in accessing early care and education (ECE) for their children and the barriers parents face to enroll. To our knowledge, previous studies have not engaged both parents and frontline ECE enrollment staff as co-investigators to examine family perspectives and a systems perspective simultaneously. This qualitative study compiled a research team of diverse (family, provider, academic) perspectives combining principles of community-based participatory research (CBPR) and human-centered design in peer-led qualitative interviews (<em>n</em> = 20), focus groups (<em>n</em> = 5) with local ECE staff and managers, and several community synthesis and design sessions (<em>n</em> = 6) with caregivers, ECE staff, and local thought leaders in Cincinnati, Ohio. The goals of the study were to: 1) identify policy-relevant and system-level barriers that keep families with low incomes or families of color from enrolling in high-quality ECE programs and 2) co-design potential policy- and system-interventions or prototypes with parents and local ECE agency partners to overcome these barriers. Nine types of barriers in three categories were elucidated by parents and ECE staff: 1) enrollment barriers such as parents’ lack of awareness of options, excessive and redundant paperwork, outdated technologies used, and lack of transparency paired with poor follow-up communication from ECE staff; 2) practical and logistical barriers such as cost, transportation, and concerns about COVID; and 3) human-factors concerns related to safety, trust, and diversity of ECE environment. Peer researchers co-created eight policy- or system- prototypes or interventions to address these barriers. While our findings suggest that access challenges remain ubiquitous locally, they also demonstrate what is possible when researchers and policymakers intentionally involve targeted users of ECE policy in the designs of those policies and systems.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 12-25"},"PeriodicalIF":3.2,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142746121","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":"Exploring home visitors’ use and perceptions of developmental monitoring: A mixed methods study","authors":"Sarah Behrens ,&nbsp;Lisa A. Mische Lawson ,&nbsp;Kathryn Bigelow ,&nbsp;Evan Dean ,&nbsp;Alice Zhang ,&nbsp;Lauren H. Foster ,&nbsp;Mindy S. Bridges","doi":"10.1016/j.ecresq.2024.11.011","DOIUrl":"10.1016/j.ecresq.2024.11.011","url":null,"abstract":"<div><div>Developmental monitoring is an early identification practice essential to identifying a developmental disability in young children. Families play a critical role in developmental monitoring and report greater reliance on community-based programs than on their children's physician to support child development; however, little research has focused on the role of community-based home visitors. We sought to understand home visitors’ experiences with families of young children specific to the recommended developmental monitoring components. Using a mixed methods approach, we surveyed 72 home visitors and interviewed 7 home visitors through focus groups. Results showed that home visitors used the recommended developmental monitoring components with several significant relationships, as well as the overall combined facilitating factors and combined use of the developmental monitoring components. Home visitors experienced varying facilitating factors and barriers, including the use of child development screening tools, cultural and linguistic diversity, and others. These findings indicate that the inclusion of home visitors in developmental monitoring is valuable to early identification practices.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"71 ","pages":"Pages 1-11"},"PeriodicalIF":3.2,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142722686","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":"The association between maternal social information processing and preschool children social and learning problems via maternal insightfulness and children's social information processing","authors":"Amanda A. Czik ,&nbsp;Einat Elizarov ,&nbsp;Yair Ziv","doi":"10.1016/j.ecresq.2024.11.010","DOIUrl":"10.1016/j.ecresq.2024.11.010","url":null,"abstract":"<div><div>Research on early mother-child relationships have long established the associations between maternal thought processes and their children's thoughts and behaviors; however, the pathways behind this intergenerational transference have not yet been fully clarified. Accordingly, the current study focuses on the potential indirect associations between mothers’ social cognition, that is their thinking about social interactions, and children's behavior in preschool through the observed quality of the mother-child relationship and children's social cognition. Specifically, from mothers’ negative social information processing (SIP) patterns to children's social and learning behaviors via maternal insightfulness, dyadic mother-child emotional availability, and children's SIP patterns. The sample included 301 preschoolers and their mothers; data were collected via mother and child direct assessments, video-taped interactions, and teacher questionnaires. Results confirmed connections between mothers’ SIP and their insightfulness regarding their child's thoughts and behaviors, maternal insightfulness and dyadic emotional availability, insightfulness and children's SIP, and children's aggressive SIP patterns with their learning and social behaviors. A partial pathway was introduced and confirmed whereby maternal SIP predicted children's preschool behaviors via maternal insightfulness and children's SIP.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 404-413"},"PeriodicalIF":3.2,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142696381","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":"Child care use, preferences and access constraints among Native American, immigrant, refugee and Spanish-speaking families in New Mexico","authors":"Hailey Heinz ,&nbsp;Dana Bell ,&nbsp;Darlene Castillo ,&nbsp;Rebecca Fowler ,&nbsp;Yoselin Cordova ,&nbsp;Sheri Lesansee ,&nbsp;Andrew L. Breidenbach ,&nbsp;Ruth Juarez ,&nbsp;Bibek Acharya ,&nbsp;Alexis Kaminsky","doi":"10.1016/j.ecresq.2024.11.008","DOIUrl":"10.1016/j.ecresq.2024.11.008","url":null,"abstract":"<div><div>This qualitative study examined the child care usage, preferences, and access constraints experienced by diverse parents and primary caregivers in New Mexico in 2020 and 2021. It also investigated the accommodations or compromises families made in response to constraints. Recruitment focused on families with at least one child under age five in four groups of interest: Native Americans, Spanish speakers, Asian immigrants, and African and Middle Eastern refugees. The study found substantial commonalities across the groups, in that all struggled to access child care that they perceived as both affordable and high quality. Difficulties with transportation and finding care available during non-traditional hours emerged as challenges across populations. Families expressed distinct child care challenges and preferences grounded in their cultures, with Native American caregivers reporting limited care options for infants and toddlers on tribal lands, and a desire for care based in indigenous language and practices to help stem systemic cultural loss. Spanish speakers reported fewer access constraints than immigrant and refugee populations who spoke other languages, due in part to the widespread use of Spanish in New Mexico's communities and care settings. Families who did not speak English or Spanish described linguistic access barriers and expressed preferences for linguistically and culturally concordant care, including care that would provide foods and care grounded in Muslim culture. Findings have implications for policymakers seeking to incentivize and support a child care supply that will meet the needs of diverse families.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 393-403"},"PeriodicalIF":3.2,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142696382","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":"Factors affecting enrollment of children with disabilities in child care and early education programs: A mixed methods study of Arkansas center-based programs","authors":"Melissa Stoffers ,&nbsp;Gerilyn Slicker ,&nbsp;Jessica Ain","doi":"10.1016/j.ecresq.2024.11.009","DOIUrl":"10.1016/j.ecresq.2024.11.009","url":null,"abstract":"<div><div>Children with disabilities experience various barriers to accessing child care and early education despite federal legislation that supports their inclusion in early care programs. This secondary analysis of mixed methods data explores factors that influence enrollment of children with disabilities from the perspective of licensed, center-based early childhood providers in Arkansas. Using survey data from 463 providers, we examined features of centers and their communities associated with child care and early education access for children with disabilities in Arkansas, finding that various features were related to serving and not serving children with disabilities. Additionally, we conducted a thematic analysis of interviews with 35 providers, finding that disability diagnosis, state and program policies, demand, confidence in staff and access to training, and referrals were important to providers’ decision-making process of enrolling children with disabilities. Integrated quantitative and qualitative results have implications for state policies that could increase enrollment of children with disabilities into early childhood programs.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 381-392"},"PeriodicalIF":3.2,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142696383","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":"What's missing? A multi-method approach to gaining a fuller understanding of early care and education decision-making","authors":"Kyle DeMeo Cook ,&nbsp;Kevin Ferreira van Leer ,&nbsp;Jill Gandhi ,&nbsp;Lisa Kuh","doi":"10.1016/j.ecresq.2024.11.002","DOIUrl":"10.1016/j.ecresq.2024.11.002","url":null,"abstract":"<div><div>In the absence of large-scale investments of public resources, families in many communities are faced with making early care and education (ECE) decisions within a set of limited options. There is a need to better understand how families make decisions in these environments, the factors that influence their decisions, the information they need and how specific program or community characteristics may play a role in their decisions. This study used a mixed methods approach, integrating administrative, survey and qualitative interview data to provide an in-depth look at family decision-making and access to ECE within one community. We found that families were using multiple types of ECE arrangements for their children. Families considered many factors and engaged in multiple activities. These factors and activities included informal networks and formal local resources, often used simultaneously to garner access to the ECE situations needed. Complicating the decision-making context is that decisions about care change over time, and across children in families with more than one child. In addition, families found accessing information to make their decisions challenging, time consuming, and that universal information was limited. These findings have implications for policy and practice as well as for how the field continues to study ECE access and decision-making. We found that all three data sources alone provided insights, each with their own benefits and limitations. However, deep understanding of a family's ECE decision-making over time and across the family was only gained through multiple data sources and with important insights gleaned through in-depth qualitative interviews. Future research can consider different combinations of methods to use to study ECE decision-making while weighing what is gained and lost when different methods are used.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 367-380"},"PeriodicalIF":3.2,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142653302","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":"Consultative roles of early childhood special education teachers: A modeler, an advisor, and a spontaneous practitioner","authors":"Erika Jokimies ,&nbsp;Noora Heiskanen ,&nbsp;Hannu Savolainen ,&nbsp;Vesa Närhi","doi":"10.1016/j.ecresq.2024.11.005","DOIUrl":"10.1016/j.ecresq.2024.11.005","url":null,"abstract":"<div><div>This study focused on the ways in which early childhood special education teachers (ECSETs) perform their consultative work and the prevailing structural factors that are connected to it. The significance and centrality of ECSETs’ consultative work have increased as a growing number of ECSETs provide consultative support to other personnel with the aim of enhancing support for children's daily lives in early childhood education and care (ECEC). However, we have limited research-based knowledge about the consultative work done by ECSETs. Therefore, a more comprehensive examination of consultative practices and the factors influencing them is needed. We administered a survey on ECSETs’ (<em>N</em> = 207) consultative work focusing on ECEC in Finland. Using cluster analysis, we identified three consultative work profiles in ECSETs’ practices: a modeler, an advisor, and a spontaneous practitioner. This exploratory study contributes to understanding ECSETs' consultative work, creating potential for further development in this area.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 358-366"},"PeriodicalIF":3.2,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142653301","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":"Measuring resilience in young children: The Child and Youth Resilience Measure- Early Childhood (CYRM-EC)","authors":"Shannon T. Lipscomb ,&nbsp;Alexis Merculief ,&nbsp;Beth Phelps","doi":"10.1016/j.ecresq.2024.11.004","DOIUrl":"10.1016/j.ecresq.2024.11.004","url":null,"abstract":"<div><div>Early childhood is a particularly important time to nurture resilience. Strengthening measurement of resilience processes for young children is essential to advancing resilience science and application. The current study provides an initial validation of the Child and Youth Resilience Measure (CYRM) for parent/caregiver-report during early childhood (CYRM-EC). Participants included 265 children in the U.S. ages 4–5 years (M = 5.07 years) in the spring prior to kindergarten. The sample varied substantially by annual household income (36% earning ≤ $35,000; 43% ≥ $75,000) and Adverse Childhood Experiences (ACEs; 47% had ≥ 1; 17% had ≥ 3). Diversity in child race/ethnicity was limited (69.5% White/Caucasian, 17.9% more than one race, 9.4% Latinx/Hispanic, 1.6% Asian, 0.4% Native American/Alaska Native, and 1.2% other races/ethnicities). The 11-item Child and Youth Resilience Measure-Early Childhood demonstrated strong internal reliability (α = .81) and a single factor structure. This measure also exhibited concurrent validity with both individual (children's self-regulation and social skills) and relational (positive parenting) promotive and protective factors and processes, accounting for covariates including child age, gender, race/ethnicity, ACEs, parent education, and nesting by classroom. Findings further indicated evidence for predictive (concurrent) validity of the Child and Youth Resilience Measure-Early Childhood to better overall child health status and fewer teacher-rated externalizing behaviors, but not to early literacy or math scores. Longitudinal research with young children of varying ages and from more diverse racial/ethnic backgrounds is needed to advance understanding of the Child and Youth Resilience Measure-Early Childhood and to inform application for preventive interventions.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 347-357"},"PeriodicalIF":3.2,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142653300","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":"Pandemic-related threats and well-being: A longitudinal study of preschool teachers in Germany during the COVID-19 pandemic","authors":"Julia Steigleder ,&nbsp;Lilly Buhr ,&nbsp;Jan-Henning Ehm ,&nbsp;Caterina Gawrilow ,&nbsp;Antje von Suchodoletz","doi":"10.1016/j.ecresq.2024.11.001","DOIUrl":"10.1016/j.ecresq.2024.11.001","url":null,"abstract":"<div><div>Working conditions in the field of early childhood education and care (ECEC) changed significantly during the COVID-19 pandemic. To understand how these changes affected preschool teachers, a longitudinal study was conducted in Germany from September 2020 to February 2022, a period that covers different phases of the global health crisis. Multilevel models were used to observe phase-specific changes and to test whether preschool teachers’ emotion regulation strategies moderated relationships between COVID-19 infection threat, economic threat, affective well-being, and COVID-19 related mental strain. A total of 388 preschool teachers (<em>M</em> = 37.54 years) participated in the online survey study (<em>M</em>=4.78 out of max. 16 participations). Results highlighted phases of higher and lower COVID-19 related threat perception and showed associations between perceived infection and economic threat and affective well-being and mental strain. Findings indicated that the extent of cognitive reappraisal and expressive suppression moderated the associations between COVID-19 infection threat and positive affect, as well as the association between economic threat and mental strain. Phase-specific changes and differences in change rates were discussed in the context of potential prevention and intervention measures.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 320-333"},"PeriodicalIF":3.2,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142653298","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}