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The Effect of Self-Concept and Self-Efficacy on Learning Engagement and Subsequent Reading Performance: The Difference Between L1 and L2 Reading in First-Grade Students Early Education and Development (IF 2.115) Pub Date : 2024-04-11 Siyu Zhu, Yuan Yao, Shui-Duen Chan, Xinhua Zhu
Reading self-beliefs, comprising self-concept and self-efficacy, play a pivotal role in shaping students’ learning engagement and learning outcomes. However, existing literature on the self-beliefs...
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Parents’ Psychological Distress During COVID-19: Correlates and Relations with Parents’ Engagement in Early Education Early Education and Development (IF 2.115) Pub Date : 2024-04-10 Hao Li, Aining Peng, Xiao Zhang
The COVID-19 pandemic has caused a wide range of psychological problems among parents and posed significant challenges to their mental health. However, there is a lack of research exploring the ant...
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Profiles of Professional Wellbeing and Turnover Intentions Among Australian Early Childhood Educators Early Education and Development (IF 2.115) Pub Date : 2024-04-09 Katherine H. Canobi, Patricia Eadie, Lisa Murray, Penny Levickis, Jane Page, Laura McFarland
Research Findings: To explore distinct professional-wellbeing subgroups and variations in turnover intentions, we examined the factor structure of the Early Childhood Professional Wellbeing Questio...
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Why Do Child Care Teachers Leave? Why Do They Stay? – Pre-Pandemic Evidence Early Education and Development (IF 2.115) Pub Date : 2024-04-09 Olivia R. Blöchliger, Georg F. Bauer
Turnover of child care staff is associated with lower care quality and compromised children’s development. While turnover rates in the child care sector have steadily been high, the COVID-19 pandem...
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Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills – A Mixed Methods Study of Tailored Professional Development Program Early Education and Development (IF 2.115) Pub Date : 2024-03-31 Piia Parviainen, Kenneth Eklund, Merja Koivula, Tarja Liinamaa, Niina Rutanen
The purpose of this mixed methods study was to explore changes in pedagogical awareness of teaching early mathematical skills among teachers in early childhood education (N =7) when participating i...
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Children’s Narrative Retells: The Influence of Character Realism and Storybook Theme on Central and Peripheral Detail Early Education and Development (IF 2.115) Pub Date : 2024-01-21 Samantha J. Russell, J. Jessica Wang, Kate Cain
Research Findings: Anthropomorphized animal characters have been associated with negative influences on educational outcomes for young children, for example story comprehension and prosocial learni...
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Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children’s Classroom Engagement Early Education and Development (IF 2.115) Pub Date : 2024-01-18 Jason T. Downer, Nicole B. Doyle, Robert C. Pianta, Margaret Burchinal, Samuel Field, Bridget K. Hamre, Jennifer LoCasale-Crouch, Carollee Howes, Karen LaParo, Catherine Scott-Little
A sample of 496 early childhood teachers was assigned randomly in two phases to a series of professional development (PD) interventions. Phase I intervention was a 14-week course on effective teach...
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A Randomized Controlled Trial of the Effectiveness and Mechanisms of Change in a School-Based Intervention Combining Universal and Indicated Prevention for Preschoolers’ Behavior Problems Early Education and Development (IF 2.115) Pub Date : 2023-12-28 Catrinel A. Ștefan, Delia Cristescu, Ingrid Dănilă
The Social-Emotional Prevention Program (SEP) is a multi-focused intervention combining universal and indicated intervention strategies delivered face-to-face and through the use of technology. The...
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Executive Functioning and Early Math Skills in Young Children at Risk for Mathematical Difficulties: Evaluation of Interventions Efficacy and Transfer Effects Early Education and Development (IF 2.115) Pub Date : 2023-12-27 Ahmad Ahmadi, Susan S. Chuang, Megan McClelland, Christopher R. Gonzales, Ahmad Beh-Pajooh
Research Findings: Executive Function (EF) and Early Math (EM) are foundational skills for children’s school success. Interventions have shown to foster these skills, but their effectiveness in les...
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Profiles of State and Trait Engagement of Preschool Children Early Education and Development (IF 2.115) Pub Date : 2023-12-21 Andrea Ritoša, Lena Almqvist, Henrik Danielsson, Mats Granlund
Research Findings: This study examined the engagement of 494 preschool children in Sweden (M = 53.44 months, SD = 10.64) using both teacher questionnaires to measure global engagement (trait) and o...
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Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions Early Education and Development (IF 2.115) Pub Date : 2023-12-10 Nadine Correia, Helena Carvalho, Cecília Aguiar
Participation, a fundamental right of all children, is described as an indicator of early childhood education (ECE) settings’ quality, and as an investment in children’s development and well-being....
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Translating Vision into Reality for Early Education & Development Early Education and Development (IF 2.115) Pub Date : 2023-12-10 Jeffrey Liew
Published in Early Education and Development (Vol. 35, No. 1, 2024)
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Digital Transformations in Early Learning: From Touch Interactions to AI Conversations Early Education and Development (IF 2.115) Pub Date : 2023-12-10 Wenwei Luo, Weipeng Yang, Ilene R. Berson
Published in Early Education and Development (Vol. 35, No. 1, 2024)
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Narrowing the Digital Divide in Early Maths: How Different Modes of Assessment Influence Young Children’s Mathematical Test Scores Early Education and Development (IF 2.115) Pub Date : 2023-12-10 Sian McDonald, Olga Fotakopoulou
Research Findings: Children are increasingly using touchscreen technologies at home, which has become a recurring feature within their classroom too. Research has investigated the potential effect ...
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Nurturing Preschool Children’s Social Skills and Reducing Behavioral Difficulties Through Teacher Practices: The Answer of the Incredible Years Classroom Management Programme Early Education and Development (IF 2.115) Pub Date : 2023-12-07 Vera Maria Silvério do Vale, Maria Filomena da Fonseca Gaspar
Research Findings: The Incredible Years Teacher Classroom Management (IY-TCM) program is an evidence-based intervention intended to promote the social and emotional skills of children and to reduce...
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Missing Out: Kindergarten Teachers’ Reports of Soft Exclusionary Discipline Practices Early Education and Development (IF 2.115) Pub Date : 2023-12-06 Amanda P. Williford, Pilar Alamos, Jessica E. Whittaker, Maria R. Accavitti
Research Findings: Students perceived as struggling to regulate their emotions and behavior are at risk for experiencing classroom and school exclusion beginning in preschool. In this preliminary a...
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How Early Digital Experience Shapes Young Brains During 0-12 Years: A Scoping Review Early Education and Development (IF 2.115) Pub Date : 2023-11-16 Dandan Wu, Xinyi Dong, Danqing Liu, Hui Li
Research Findings: Early digital experience (e.g. screen time and digital use) is believed to impact children’s brain development, functionally and structurally, but this impact has not been system...
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Influence of Maternal Cognitions on Child Mental Health and Educational Experiences at Home During COVID-19 Early Education and Development (IF 2.115) Pub Date : 2023-11-02 Calpanaa Jegatheeswaran, Samantha Burns, Jennifer Jenkins, Michal Perlman
Suboptimal parenting characterized by low self-efficacy and perceived impact is associated with poor child mental health and academic outcomes, especially for at-risk families. This study capitaliz...
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Can a Brief Professional Development Improve Early Childhood Educators’ Responsivity and Interaction Quality in Child Care Centers? A Cluster Randomized Controlled Trial Early Education and Development (IF 2.115) Pub Date : 2023-11-01 Ashley Brunsek, Michelle Rodrigues, Nina Sokolovic, Sahar Borairi, Zeenat Janmohamed, Jennifer M. Jenkins, Michal Perlman
High-quality early childhood education and care (ECEC) – particularly care defined by highly responsive interactions between educators and children – has the potential to have lasting positive impa...
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Family Well-Being and Self-Sufficiency Service Use in Head Start: The Impact of Family Participation and Demographic Predictors of Service Use Early Education and Development (IF 2.115) Pub Date : 2023-10-25 Anamarie A. Whitaker, Melissa Dahlin
Two-generation programs are designed to provide services to children and their parents, yet the extent to which parents use family well-being and self-sufficiency services is not widely known. We u...
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Mapping the Literature to Identify Early Childhood Coaches’ Backgrounds and Training Early Education and Development (IF 2.115) Pub Date : 2023-10-12 Rachel Erin Schachter, Molly J. Goldberg, Junrong Lu, Lisa Knoche
Coaching is a key lever for supporting professional learning in early childhood, and coaches serve a critical role in the coaching process. However, little is known about coaches themselves which i...
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Maternal Failure Mindsets and Parenting Styles: Exploring the Mediating Role of Maternal Attributions of Children’s Academic Failures Early Education and Development (IF 2.115) Pub Date : 2023-10-09 Xinpei Xu, Xiaoyun Li, Tianyu Gu, Yan Li
This study examines the mediating effects of parental attributions of children’s academic failures in the relationship between maternal failure mind-sets and their parenting styles. Participants we...
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Early Care and Education Workforce Compensation, Program Quality, and Child Outcomes: A Review of the Research Early Education and Development (IF 2.115) Pub Date : 2023-10-09 Taryn W. Morrissey, Kelsey M. Bowman
Research Findings: Despite the importance of early care and education (ECE) for children’s early learning and parents’ labor force participation, workers average low pay with few benefits. The prec...
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Investigating the Development of Positive Peer Interactions in Low-Income Latino DLL Preschool Children Early Education and Development (IF 2.115) Pub Date : 2023-09-24 Rica Ramírez, Lisa M. López, Olivia Hernandez Gonzalez, Marcela Galicia, Eugene Komaroff, Carol Scheffner Hammer
Research Findings: There is limited research regarding socio-emotional development in low-income Latino Dual Language Learner (DLL) children. A total of 14 studies have been identified in a compreh...
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School-Based Early Childhood Education and Children’s Development in Urban Nepal Early Education and Development (IF 2.115) Pub Date : 2023-09-18 Kenji Kitamura
Research Findings: Despite the prevalence of integrating early childhood education (ECE) into formal schooling, there is limited evidence on how school-based ECE affects children compared to other ...
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Preservice Teachers’ Social Justice Teaching Beliefs and Attributions of Black Boys’ Classroom Behavior Early Education and Development (IF 2.115) Pub Date : 2023-09-14 Pamela W. Garner, Kyndra V. Middleton
Research Findings: We examined whether early childhood preservice teachers’ emotional competence and commitment to social emotional learning moderated associations between their beliefs about socia...
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Learning to Name Uppercase and Lowercase Letters in Preschoolers and Kindergarteners: An Investigation of the Effects of Child- and Letter-Related Factors Early Education and Development (IF 2.115) Pub Date : 2023-08-29 Annie Vinter, Patrick Bard, Helle Lukowski-Duplessy, Bénédicte Poulin-Charronnat
ABSTRACT Research Findings: Letter name knowledge (LNK) is essential for a good start in learning to read. However, the literature shows conflicting results. Using an associative learning theory framework, the present study examined the influence of child and letter characteristics on LNK in French-speaking children. Children aged 3 to 5–6 years were asked to name the 26 letters of the alphabet printed
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Correction Early Education and Development (IF 2.115) Pub Date : 2023-08-24
Published in Early Education and Development (Vol. 34, No. 8, 2023)
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Embedding a Parenting Skills Program in Public PreK: Outcomes of a Quasi-Experimental Mixed Methods Study Early Education and Development (IF 2.115) Pub Date : 2023-08-20 Amie F. Bettencourt, Deborah Gross, Natalie Schock, Rebecca Ferro, Nancy Perrin
ABSTRACT This sequential mixed methods study evaluated the impact of the Chicago Parent Program (CPP) in 12 Baltimore Title I PreK programs on parent engagement and student outcomes from kindergarten through 2nd grade. Phase 1 (quasi-experiment; N = 11,996) compared PreK students whose parents enrolled in CPP with those whose parents did not enroll in CPP on measures of kindergarten readiness, chronic
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Preschool Classroom Age Composition and Physical Literacy Environment: Influence on Children’s Emergent Literacy Outcomes Early Education and Development (IF 2.115) Pub Date : 2023-08-20 Qingqing Yang, Kathryn Zimmermann, Caroline P. Bartholomew, Kelly M. Purtell, Arya Ansari
ABSTRACT Research Findings: The classroom physical literacy environment is a malleable and domain-specific contributor to children’s emergent literacy acquisition. However, what shapes the physical literacy environment remains unclear. In this study, we drew on a sample of 895 4-year-olds across 223 classrooms from the Professional Development Study and tested the role of classroom age composition
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The Role of State Subsidy Policies in Early Education Programs’ Decisions to Accept Subsidies: Evidence from Nationally Representative Data Early Education and Development (IF 2.115) Pub Date : 2023-08-07 Gerilyn Slicker, Christina Areizaga Barbieri, Jason T. Hustedt
Research Findings: Families need access to early care and education programs, both to ensure parents’ ability to work and support children’s development. Subsidies through the Child Care and Develo...
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Correlates of Early Handwriting: Differential Patterns for Girls and Boys Early Education and Development (IF 2.115) Pub Date : 2023-08-07 Michelle N. Maurer
Research Findings: Fluent and legible handwriting is associated with longer texts and higher text quality and is therefore an important goal in the primary school curriculum. While girls’ handwriti...
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How Do Combinations of Transition Activities Available to Children and Families Predict Successful Kindergarten Transitions? Early Education and Development (IF 2.115) Pub Date : 2023-08-03 Kyle DeMeo Cook, Stacy Ehrlich Loewe, Sarah Kabourek, John Francis, Andrew Schaper, Dana Thomson, Tamara Halle, Kristie Kauerz
Research Findings: The transition to kindergarten can be challenging for children and families. Research shows that some transition activities implemented by elementary schools can have small posit...
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Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes Early Education and Development (IF 2.115) Pub Date : 2023-08-02 Kandia Lewis, Jessica A.R. Logan, Leiah J.G. Thomas, Naomi Schneider, Cynthia M. Zettler-Greeley, Laura L. Bailet, Shayne B. Piasta
Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonolog...
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Examining Child, Family, Classroom, and School Factors Associated with Latinx Children’s Early Science Achievement Early Education and Development (IF 2.115) Pub Date : 2023-07-17 Natalie L. Bohlmann, Natalia Palacios
Following a theoretical framework that recognizes the potential of promotive and inhibitive effects on children’s development, this study explored child-, family-, classroom-, and school-level fact...
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Correction Early Education and Development (IF 2.115) Pub Date : 2023-07-17
Published in Early Education and Development (Vol. 34, No. 8, 2023)
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What Factors Drive School Districts to Adopt Universal Pre-Kindergarten (UPK): Evidence from Wisconsin Early Education and Development (IF 2.115) Pub Date : 2023-07-13 Hyunwoo Yang
Research Findings: This study proposes and tests hypotheses regarding the factors in public early-childhood education (ECE) policy that may explain local universal pre-kindergarten (UPK) policies. ...
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“You Have to Do It Like the Duckies Hatch Their Egg”: Parent and Sibling Teaching of Conceptual and Procedural Knowledge in Early Childhood Early Education and Development (IF 2.115) Pub Date : 2023-07-13 Julia Fuoco, Nina Howe, Sandra Della Porta, Hildy S. Ross
This study investigated parents’ and siblings’ knowledge use during naturalistic teaching episodes in the home. Thirty-seven middle-class families were observed for six 90-minute sessions (siblings...
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First Insights into Preschool Teachers’ Instructional Quality in Block Play and Its Associations with Children’s Knowledge, Interest, Academic Self-Concept and Cognitive Aspects Early Education and Development (IF 2.115) Pub Date : 2023-07-11 Lukas Schmitt, Anke Weber, Dominik Weber, Miriam Leuchter
ABSTRACT Research Findings: Promoting children’s science knowledge by adequate measures such as guided or free play is a cardinal goal of preschool. However, there is considerable variability in preschool teachers’ instructional quality in block play, which might be associated with children’s domain-specific science skills but also their mathematic and language achievement. To examine preschool teachers’
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Learning Two Languages: Dual Language Learning Patterns, Predictors, and Outcomes Early Education and Development (IF 2.115) Pub Date : 2023-07-11 Ji-Young Choi, Shinyoung Jeon, Fattaneh Arabzadehjafari
ABSTRACT This secondary analysis study examined patterns, predictors, and outcomes of dual language learners’ (DLLs’) development in Spanish and English. Research Findings: Latent profile analysis identified three groups of DLLs: Balanced Bilinguals (54%), English-Dominant Bilinguals (25%), and Spanish-Dominant Bilinguals (21%). These groups had fairly comparable Spanish skills at Head Start (HS) entry
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Teachers’ Depressive Symptoms and Teacher-Child Conversation Quality in Early Childhood Classrooms Early Education and Development (IF 2.115) Pub Date : 2023-07-09 Kristen L. Granger, Laura D. Hanish, Tashia Abry, Dawn DeLay, Robert H. Bradley
Research Findings: We examined whether Head Start teachers’ depressive symptoms are associated with their engagement in high-quality conversations with children, and we considered the extent to whi...
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The Educational Technology Divide in Glocalisation: A Perspective for Interpreting Early Childhood Teachers’ Practices of ICT Implementation Early Education and Development (IF 2.115) Pub Date : 2023-07-02 Tian Yang, Xiumin Hong
Research Findings: With individuals’ increased access to information and communication technologies (ICT) in many places around the world, the definition of the digital divide has become more compl...
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Preservice Teachers’ TPACK Growth After Technology Integration Courses in Early Childhood Education Early Education and Development (IF 2.115) Pub Date : 2023-06-18 Boo Young Lim, Vickie E. Lake, Amber H. Beisly, Rae K. Ross-Lightfoot
Research Findings: This mixed-methods study utilized the Technological Pedagogical Content Knowledge (TPACK) framework to examine surveys, reflections, focus groups, and lesson plans from 22 pre-se...
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The Relationship Between Early Childhood Teachers’ Professional Development in Physical Education and Children’s Fundamental Movement Skills Early Education and Development (IF 2.115) Pub Date : 2023-06-08 Cristina Honrubia Montesinos, Pedro Gil Madrona, Luisa Losada Puente, Ali Brian, Linda Saraiva
ABSTRACT Research Findings: The influence of early childhood teachers’ professional development on fundamental movement skills remains unknown in the literature. The purpose of the present study was to examine how early childhood teachers’ professional development in physical education (PE) contributes to predicting children’s fundamental movement skills. For this purpose, sixty early childhood teachers
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Adaptation and Efficacy of a Social-Emotional Learning Intervention (SEL Kernels) in Early Childhood Settings in Southeastern Brazil: A Quasi-Experimental Study Early Education and Development (IF 2.115) Pub Date : 2023-06-07 Ana Luiza Raggio Colagrossi, Maria Clara de Magalhães-Barbosa, Dana Charles McCoy, Sophie P. Barnes, Sonya Temko, Rebecca Bailey, Stephanie M Jones, Lucas Monteiro Bianchi, Antônio José Ledo Alves da Cunha, Arnaldo Prata-Barbosa
Prior research has shown that social-emotional learning (SEL) interventions offer promise for supporting young children’s outcomes, but implementation problems are frequent, especially in low-resou...
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Head Start’s Family Services: Promoting the Outcomes of Low-Income Children and Families Early Education and Development (IF 2.115) Pub Date : 2023-06-06 Doré R. LaForett, Dana Thomson, Jessica Warren
Research Findings: Very little research has examined whether the contributions of Head Start’s Family Service Workers (FSWs) and family partnership services influence family and child outcomes. Usi...
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Examining the Associations between Teacher Job Satisfaction, Workplace Climate, and Well-Being Resources within Head Start Programs Early Education and Development (IF 2.115) Pub Date : 2023-06-06 Xiangyu Zhao, Lieny Jeon
ABSTRACT Research Findings: Teachers in early care and education (ECE) face tremendous challenges, which can lead to poor well-being, low job satisfaction, and high turnover rates. Thus, it is essential to understand the factors related to job satisfaction as well as the well-being resources that teachers need. The study used multilevel modeling to examine the associations between organizational factors
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Learning Satisfaction with Online Teaching Video Cases Among Pre-Service Preschool Teachers in China Early Education and Development (IF 2.115) Pub Date : 2023-05-24 Rongrong Xu, Alfredo Bautista, Weipeng Yang
Research Findings: Online Teaching Video Cases (OTVCs) are an increasingly utilized digital learning resource for training pre-service preschool teachers (PPTs). This study employed an integrated f...
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A Cross-Cultural Examination of Parents’ Book Selection & Shared Reading Practices in Spain and Israel Early Education and Development (IF 2.115) Pub Date : 2023-05-22 Deborah Bergman Deitcher, Margarita Martín Martín, Dorit Aram
ABSTRACT Research Findings: Cultural differences emerge in the home literacy environment and the nature of shared book-reading (SBR), yet the impact of culture on parents’ book selection remains unexplored, despite the centrality of the book in SBR. Parents in Spain (n = 132) and Israel (n = 123), two Western countries with different cultural patterns, reported their considerations in buying/borrowing
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Aladdin’s Genie or Pandora’s Box for Early Childhood Education? Experts Chat on the Roles, Challenges, and Developments of ChatGPT Early Education and Development (IF 2.115) Pub Date : 2023-05-15 Wenwei Luo, Huihua He, Jin Liu, Ilene R. Berson, Michael J. Berson, Yisu Zhou, Hui Li
Research Findings: This study aims to explore the optimal roles, pressing challenges, and future developments of ChatGPT in early childhood education (ECE) by interviewing six expert professors fro...
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Teachers’ Use of Spanish in the Classroom: Implications for Hispanic Dual Language Learners’ Classroom Engagement Early Education and Development (IF 2.115) Pub Date : 2023-05-08 Carina Alvarez, Jason Downer
ABSTRACT Research Findings: As the population of Hispanic children grows within U.S. preschools, it is increasingly important to understand how these classrooms facilitate school readiness, such as positive engagement with teachers, peers, and tasks, for Spanish-speaking Dual Language Learners (DLLs). A growing literature base indicates that DLL students’ exposure to their native language in the classroom
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Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement Early Education and Development (IF 2.115) Pub Date : 2023-04-20 Lillie Moffett, Christina Weiland, Meghan P. McCormick, JoAnn Hsueh, Catherine Snow, Jason Sachs
Research Findings: Prior research has demonstrated the importance of young children’s executive functioning (EF) skills for their success in schooling and beyond. However, the field lacks an unders...
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Associations of Specific Indicators of Adult–Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language? Early Education and Development (IF 2.115) Pub Date : 2023-04-05 Penny Levickis, Dan Cloney, Maude Roy-Vallières, Patricia Eadie
Research Findings: This study aims to extend our knowledge regarding contributions of educator–child interactions to child language outcomes by examining the extent to which specific dimensions of ...
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Translation and Validation of the Chinese Version of the Problematic Media Use Measure Early Education and Development (IF 2.115) Pub Date : 2023-04-05 Juan Li, Jingyao Wang, Bowen Xiao, Yan Li, Hui Li
Research Findings: The Problematic Media Use Measure (PMUM) assesses young children’s excessive or problematic media use. The current study aims to translate the original English version of PMUM in...
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Opportunities to Talk Matter in Shared Reading: The Mediating Roles of Children’s Engagement and Verbal Participation in Narrative Listening Comprehension Early Education and Development (IF 2.115) Pub Date : 2023-04-03 Janne Lepola, Anu Kajamies, Eero Laakkonen, Molly F. Collins
Research Findings: The present study examined children’s listening comprehension during a two-semester-long dialogic reading. We explored the extent to which the development of children’s listening...
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Latino Home Learning Opportunities, Parental Growth Mindset, and Child Academic Skills Early Education and Development (IF 2.115) Pub Date : 2023-03-20 Diana Leyva, Gloria Yeomans-Maldonado, Christina Weiland, Anna Shapiro
ABSTRACT Associations between home learning opportunities, parental growth mindset (the belief that intelligence is malleable), and children’s academic skills have been documented primarily in European descent communities. Less is known about other communities. This study examined associations among home learning opportunities, parental mindsets, and child academic skills in a sample of 107 Latino
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Student-Teacher Ethnoracial Matching in the Earliest Grades: Benefits for Executive Function Skills? Early Education and Development (IF 2.115) Pub Date : 2023-03-16 Michael Gottfried, Michael Little, Arya Ansari
Research Findings: The purpose of this study is to advance our understanding of student-teacher ethnoracial matching in early elementary school by exploring two executive function outcomes – workin...
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Challenges to Relational Commitments of Preschool Staff in Supporting Children in Contexts with a High Proportion of Early Second Language Learners in Sweden Early Education and Development (IF 2.115) Pub Date : 2023-03-15 Johannes Finnman, Maja Söderbäck, Madeleine Sjöman, Jonas Welander, Lena Almqvist
Research Findings: Few studies address the contextual conditions for preschool staff in supporting children in preschool, especially in classrooms with high proportions of early second language lea...
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Spanish Validation of the Two-Factor Interpersonal Reactivity Index: Evidence for the Relationship Between Empathy, Social Competence, and Emotion Regulation Early Education and Development (IF 2.115) Pub Date : 2023-03-07 Beatriz Lucas-Molina, Marta Giménez-Dasí, Laura Quintanilla, Renata Sarmento-Henrique
Research Findings: Empathy is a relevant component of social interactions that can be observed from early childhood. Validated tests for young children are still scarce. This study has two goals: (...
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Validity, Reliability, and Relevance of a Measurement Tool for Childcare Providers’ Work-Related Stress and Job Satisfaction Early Education and Development (IF 2.115) Pub Date : 2023-02-19 Elizabeth Hentschel, Ha T.T. Tran, Hannah H. Leslie, Aisha K. Yousafzai
Research Findings: Childcare provider stress and job satisfaction has been found to influence childcare quality in high-income contexts, but this phenomenon has yet to be studied in a low- or middl...