Early Childhood Research Quarterly最新文献

{"title":"The role of friends in the development of children’s classroom behavioral engagement and peer acceptance in kindergarten: A dyadic approach","authors":"Marie-Claude Salvas ,&nbsp;Fanny-Alexandra Guimond ,&nbsp;Isabelle Archambault ,&nbsp;Frank Vitaro ,&nbsp;Philip MacGregor ,&nbsp;Stéphane Cantin ,&nbsp;Christelle Robert-Mazaye","doi":"10.1016/j.ecresq.2025.06.001","DOIUrl":"10.1016/j.ecresq.2025.06.001","url":null,"abstract":"<div><div>Children’s classroom behavioral engagement and peer acceptance are linked to school readiness and positive educational outcomes. However, these developmental and social processes may depend on the social context in which children evolve. Thus, the friendships children develop in kindergarten may encourage classroom engagement and peer acceptance, based on the friends’ characteristics and the duration of the friendship. The study aimed to investigate how friends influence each other in the development of both classroom engagement and peer acceptance in kindergarten. We also examined whether peer selection and peer influence effects vary according to friendship stability and to child gender. Our sample consisted of 192 kindergarteners from Canada. Students were paired into mutual same-gender friend dyads, 45 of which were stable throughout the kindergarten year. Children’s classroom engagement was measured using teacher reports, whereas peer acceptance was measured using a peer nomination procedure. Data were analyzed using actor-partner interdependence models. Results indicated that friends’ peer acceptance and classroom engagement were reciprocally associated at the beginning of kindergarten, suggesting selection effects. Results also pointed to peer influence effects regarding peer acceptance (but not classroom engagement) when stable friendships were considered. Finally, findings revealed longitudinal actor effects for all dyads, such that when children were more engaged in class, they were also more accepted by peers over time (independent of their friendship stability). Well-accepted children were also more likely to be behaviorally engaged by the end of the school year but only if their friendship was stable. Results applied similarly to both boys and girls. This study suggests that having a stable friend may help children function better in the classroom.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 27-38"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239914","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":"#MathActivities on #SocialMedia: Examining content, design, and alignment with mathematical cognition research","authors":"Mary DePascale ,&nbsp;Juyun Lee ,&nbsp;Eric Dearing","doi":"10.1016/j.ecresq.2025.05.005","DOIUrl":"10.1016/j.ecresq.2025.05.005","url":null,"abstract":"<div><div>Social media is a popular tool for caregivers and educators to find and share learning activities for children. Yet there is little empirical work on the educational quality of these activities. The current study identified early learning (<em>n</em> = 108) and early math (<em>n</em> = 216) activities posted on TikTok. Activity videos were coded for the presence/absence of mathematical content and the extent to which activities aligned with theoretical and empirical evidence on promoting early learning and mathematical cognition. Results indicated that less than one-third-of early learning activities contained math content. Additionally, many early math activities were limited to basic, numerical skills and lacked alignment with learning science principles. Findings demonstrate the need for research on the implementation of these activities and are discussed with attention to improving public awareness of (a) the scope and importance of early math and (b) best practices for supporting children’s math learning.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 1-13"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144212092","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":"Exploring the role of early childhood educators’ emotion socialization strategies in the development of young children’s social and non-social play behaviors","authors":"Tiril Wilhelmsen ,&nbsp;Ratib Lekhal ,&nbsp;Veslemøy Rydland ,&nbsp;Robert J. Coplan","doi":"10.1016/j.ecresq.2025.06.005","DOIUrl":"10.1016/j.ecresq.2025.06.005","url":null,"abstract":"<div><div>It is widely postulated that caregivers’ emotion socialization strategies support children’s positive socio-emotional functioning with peers. However, this theoretical model has been rarely examined empirically in the context of early childhood education and care (ECEC), despite ECEC being a prominent environment for children to practice peer play (a robust marker variable for social and emotional competencies). This study explored the role of ECEC teachers’ emotion coaching and emotion distracting strategies in the development of children’s social and non-social play behaviors over time. Participants were 275 teachers and 487 children (aged 36–57 months) from 123 classrooms in 56 ECEC centers in Norway. Results from multilevel linear mixed modeling analyses indicated that emotion coaching was associated with a steeper increase in social play and steeper decrease in reticent behavior. In contrast, although emotion distracting was also associated with a steeper decrease in reticent behavior, it also predicted a less steep increase in social play. These results suggest that emotion coaching is a supportive socialization strategy for children’s peer relations in ECEC, whereas findings for distracting were more mixed. Using responses from multiple teachers within each classroom to examine both average classroom scores, in addition to minimum and maximum classroom scores, offers a novel insight into the group dynamics of teacher-child interactions in ECEC to support children’s peer relations.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 92-100"},"PeriodicalIF":3.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144557286","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":"Peer effects in small-group language instruction","authors":"Michael P. Mesa, James A. Hernandez, Beth M. Phillips, Christopher J. Lonigan","doi":"10.1016/j.ecresq.2025.07.007","DOIUrl":"https://doi.org/10.1016/j.ecresq.2025.07.007","url":null,"abstract":"The acquisition of language skills is an important developmental task in early childhood. Research suggests that the language skills of young students are related to the language skills of their peers in the classroom. However, this relation has not been explored in the context of targeted small-group (i.e., Tier 2) instruction in early childhood. This study estimated the association of peer language skills with the language development of pre-kindergarten (<ce:italic>n</ce:italic> = 522) and kindergarten (<ce:italic>n</ce:italic> = 652) students participating in targeted, small-group, language interventions (345 total small groups). The results indicate that peer language skills are related to the development of students’ language skills in the context of targeted, small-group instruction. However, these relations appear to be complex and vary depending on the language skill, conceptualization of peer language skills, grade level, and pretest score.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"44 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898719","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":"Potential moderators of the association between parental psychological distress and perceived child externalizing behaviors","authors":"Abigail J. Anderson ,&nbsp;Christina M. Rodriguez","doi":"10.1016/j.ecresq.2025.03.007","DOIUrl":"10.1016/j.ecresq.2025.03.007","url":null,"abstract":"<div><div>Parental psychological distress is a commonly examined risk factor for the emergence of child problem behaviors, but the factors that may influence that relationship—like parental social support satisfaction and coping skills—have not been adequately explored. The current longitudinal study examined the association between maternal and paternal psychological distress in relation to subsequent perceived child externalizing behaviors, considering these two parental resources as moderators. The sample included a racially and socioeconomically diverse group of first-time mothers and their partners. Mothers and fathers reported their current psychological distress, social support satisfaction, and problem-focused coping at child age 6 months, 18 months, and 4 years of age, as well as reporting on child externalizing behaviors in the last two waves. For mothers, both social support satisfaction and coping at 18 months moderated the relationship between their psychological distress and subsequent perceived child externalizing behaviors. Specifically, higher coping self-efficacy predicted lower perceived child externalizing behaviors at lower levels of maternal psychological distress but did not buffer at higher distress levels. Further, lower levels of social support satisfaction exacerbated the link between maternal psychological distress and child externalizing behaviors, whereas higher social support satisfaction buffered this association. No significant interactions were observed for fathers. Results of this study emphasize the distinct relations among these variables for mothers and fathers, while highlighting potentially interactive processes involved in understanding the emergence of parent-reported children's externalizing behaviors.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 229-237"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143808119","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":"Parental input as a mediating pathway for gender differences in early academic skills","authors":"Marina Vasilyeva,&nbsp;Catalina Rey-Guerra,&nbsp;Linxi Lu,&nbsp;Eric Dearing","doi":"10.1016/j.ecresq.2025.02.002","DOIUrl":"10.1016/j.ecresq.2025.02.002","url":null,"abstract":"<div><div>The persistent gendered pattern in academic achievement, whereby girls outperform boys in language while boys excel in mathematics, is evident as early as primary school. The literature highlights parental input as a key predictor of child development, yet less is known about its role in the context of gender differences in early academic skills. The present study investigated variability in parental input as a function of child gender. Using longitudinal academic scores from a large sample of Russian first-graders (N = 1240, 49.5 % female), as well as their parents' reports on math and language home activities, this study examined parental input as a potential mediator of gender differences in children's language and math skills. Results confirmed the gendered pattern in children's academic skills and revealed that parents were more frequently involved in literacy activities with girls, while the opposite trend was observed for math activities with boys. Additionally, changes in gender differences in children's language and math skills over the period of the study were mediated by language and math parental input, respectively. The discussion explores the implications of these findings for understanding the nature of gender differences and considers potential approaches to addressing these disparities.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 35-43"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377036","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":"Can the sustaining environments hypothesis be sustained? Testing moderation of sustained public preschool benefits by kindergarten classroom quality","authors":"Anna D. Johnson ,&nbsp;Anna M. Wright ,&nbsp;Anne Martin ,&nbsp;April Dericks ,&nbsp;The Tulsa SEED Study Team","doi":"10.1016/j.ecresq.2025.02.001","DOIUrl":"10.1016/j.ecresq.2025.02.001","url":null,"abstract":"<div><div>Mixed evidence over whether public preschool – Head Start and school-based public pre-k –confers an academic advantage beyond kindergarten has given rise to several explanations of variation in findings across studies. The “sustaining environments” hypothesis posits that for preschool attenders to maintain an advantage over preschool non-attenders, they must experience kindergarten classrooms of sufficiently high quality. Several studies have evaluated this hypothesis by testing whether preschool attenders benefit more than non-attenders from higher quality in their kindergarten classroom. They have produced mostly null findings but have commonly conceptualized the environment as instructional quality in kindergarten classrooms. We expand on this evidence base by testing for moderation of preschool impacts by instructional quality, along with the quality of two other key dimensions of kindergarten classrooms: the self-regulatory environment and the teacher-child relational environment. Moreover, we conduct this test using data on a diverse sample of students from low-income households who attended public preschool in Tulsa, OK, where preschool attendance has been associated with benefits that are sustained through elementary school. Findings suggest that associations between preschool attendance and first-grade outcomes are robust and mostly do not vary by subsequent kindergarten environments. Further tests of this hypothesis should examine variation in kindergarten environments between, rather than within, preschool evaluations. Researchers should also consider other reasons why some public pre-k programs produce more lasting impacts than others.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 56-68"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143418557","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":"Daycare instability during COVID-19, child psychosocial functioning, and the parent-child relationship: A combined retrospective and prospective study","authors":"Anat Moed,&nbsp;Ayala Razer","doi":"10.1016/j.ecresq.2025.02.010","DOIUrl":"10.1016/j.ecresq.2025.02.010","url":null,"abstract":"<div><div>Although childcare instability has been the focus of a large body of research, daycare instability (i.e., instability related only to the daycare center itself) has yet to receive adequate empirical attention. In the context of the COVID-19 outbreak, this study examines longitudinal associations between daycare instability throughout the first 12 months of the pandemic (T0; retrospectively reported) and children's psychosocial adjustment approximately 2 (T1) and 2.5 (T2) years into the pandemic. This study also extends previous research by examining longitudinal associations with the quality of the parent-child relationship 3 years into the pandemic (T3), a potentially relevant outcome currently missing from research on childcare instability. Questionnaires assessing daycare instability, child stress reactions, child internalizing problems, and parent-child relationship quality were completed by Israeli parents (<em>N_T0,T1</em> = 1226, <em>Mean</em>_{<em>parent</em>}<em>_{_age}</em> = 34.53, <em>SD_{parent_age}</em> = 5.95, 62% mothers; <em>Mean_{child_age}</em> = 3.22, <em>SD_{child_age}</em> = 1.19, 52% girls) at three different assessment points covering four distinct time periods throughout the first 3 years of the pandemic (T0-T3). A longitudinal path model revealed that daycare instability throughout the first year of the pandemic was indirectly associated with more conflict and less closeness in the parent-child relationship three years into the pandemic. These associations were mediated by child stress reactions and internalizing problems, as assessed approximately 2 and 2.5 years into the pandemic, respectively. Results suggest that daycare instability is an early childhood contextual stressor, and a comprehensive examination of the model supports a stress mediation model involving potential child-driven effects on the parent-child relationship quality.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 81-90"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143438178","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":"Associations between daily parent–teacher communication, child’s problem behavior, and parent–child relationship mediated by parental self-efficacy","authors":"Keiko K. Fujisawa ,&nbsp;Kayo Nozaki ,&nbsp;Michio Naoi ,&nbsp;Chizuru Shikishima ,&nbsp;Hideo Akabayashi","doi":"10.1016/j.ecresq.2025.05.001","DOIUrl":"10.1016/j.ecresq.2025.05.001","url":null,"abstract":"<div><div>This study investigated the role that daily communication between parents and teachers in childcare centers plays in enhancing parental self-efficacy, which in turn decreases the child’s problem behaviors and improves the parent–child relationship. The data were drawn from 239 children (boys: <em>N</em> = 141; girls: <em>N</em> = 98; mean (<em>SD</em>) age = 4.95 (0.99) years) in formal childcare settings from the Japan Child Panel Survey-Preschool Survey. The results showed that daily communication between parents and teachers was positively related to parental self-efficacy, which was negatively related to child’s problem behaviors and the conflictive parent–child relationship. Mediation analysis showed that parental self-efficacy mediated the association between parent–teacher communication and child’s outcome and parent–child relationship. Furthermore, the association between parent–teacher communication and parental self-efficacy was moderated by socioeconomic status (SES), suggesting that higher-SES parents benefited more from daily parent–teacher communication compared with lower-SES parents. Child’s daily experiences at childcare centers were not related to parental self-efficacy or any other outcomes. These findings suggest that daily communication between parents and teachers in childcare centers plays an indispensable role in supporting parents, which ultimately leads to positive child development and family well-being.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 361-370"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144067189","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":"An initial yet rigorous test of multisensory alphabet instruction for english monolingual and emergent bilingual children","authors":"Somin Park ,&nbsp;Shayne B. Piasta ,&nbsp;Peter M. Sayer","doi":"10.1016/j.ecresq.2025.04.008","DOIUrl":"10.1016/j.ecresq.2025.04.008","url":null,"abstract":"<div><div>Little evidence exists on how best to support children’s alphabet knowledge, which is a foundational early literacy skill. In this study, we investigated the impact of multisensory alphabet instruction on the alphabet learning of English monolingual and emergent bilingual (EB) children aged 3:5 to 5 years old, compared to visual-auditory alphabet instruction (i.e., featuring visual and auditory modalities, which are typically present in alphabet instruction). We also investigated whether children’s language status, either EB or not EB, moderated the impact of multisensory alphabet instruction. We utilize a rigorous within-subjects experimental research design. Thirty-six children were enrolled in the study and received 1:1 alphabet instruction on two sets of four letters, either using a multisensory or visual-auditory approach, with a final set of four letters as a control. Findings revealed that young children benefited from explicit and systematic alphabet instruction, whether multisensory or visual-auditory, in terms of improving their lowercase letter knowledge. EB and English monolingual children experienced a similar benefit from alphabet instruction, perhaps because they had similar socio-economic status and language backgrounds. In using an experimental design and strong counterfactual, this study contributes to the literature concerning understanding effective evidence-based practices to promote English monolingual and EB children’s alphabet knowledge.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 328-338"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143922292","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}