-
Quality and inequality in pre-primary and home environment inputs to early childhood development in Egypt Early Child. Res. Q. (IF 3.815) Pub Date : 2024-03-25 Caroline Krafft, Abbie Raikes, Samira Nikaein Towfighian, Rebecca Sayre Mojgani
By the time children start primary school, large socioeconomic disparities are evident in their learning and development. Both pre-primary and home environments can play important roles in influencing school readiness and can contribute to disparities in early childhood development, but there is limited evidence on their relative roles in the Middle East and North Africa. This paper examines how pre-primary
-
Predicting child externalizing behavior ratings in Head Start: Investigating the impact of child and teacher influences Early Child. Res. Q. (IF 3.815) Pub Date : 2024-03-09 Annalee N. Kelly, Yange Xue, Dominic F. Gullo
One of the primary goals of early education is to promote overall school readiness, especially for children most at risk for educational challenges. However, there is a persistent disparity in equitable access to high quality early learning environments. This is due in part to children being suspended or expelled for displaying challenging behaviors even though for many children, some of these behaviors
-
Exploring the role of educator personality on structural and process quality in early childhood education and care settings Early Child. Res. Q. (IF 3.815) Pub Date : 2024-03-05 Samantha Burns, Zhangjing Luo, Ashley Brunsek, Calpanaa Jegatheeswaran, Michal Perlman
Given the significant time that children aged zero to six spend in early childhood education and care (ECEC) settings, it is imperative that we understand the drivers of ECEC quality. The role of educator personality in the quality of ECEC settings has received little attention from researchers. Using a sample of 595 educators from 240 infant and toddler classrooms, the present study examined (1) the
-
Heterogeneity in the household experiences of young children in head start and associations with absenteeism Early Child. Res. Q. (IF 3.815) Pub Date : 2024-02-24 W, e, n, d, y, , S, ., , W, e, i
Understanding who is absent and what levers may reduce absenteeism is important for promoting not only children's attendance at school but also their learning and development across the school year. The absenteeism literature has primarily focused on socioeconomic status as a key predictor of absenteeism, which ignores the heterogeneity in the lived experiences of children from low-income households
-
Access to high-quality early care and education: Analysis of Australia's national integrated data Early Child. Res. Q. (IF 3.815) Pub Date : 2024-02-23 Angelina Tang, Peter Rankin, Sally Staton, Karen Thorpe
The United Nations Sustainable Development Goal (4.2) calls for all children to have access to Early Childhood Education (ECE), recognising the potential of ECE to promote children's development and ongoing national prosperity. Yet, in marketized systems both structural features (availability and affordability of services) and social factors (family knowledge and social connection) can drive inequitable
-
Initial validation of wearable sensors to measure social engagement of young children Early Child. Res. Q. (IF 3.815) Pub Date : 2024-02-15 Sarah N. Douglas, Yan Shi, Saptarshi Das, Subir Biswas
Early childhood is a critical time for the development of social skills. However, some children struggle to develop social competence due to a variety of factors. Although supporting social development is an instructional goal for many early childhood educators it can be difficult to measure these skills objectively in order to inform instruction. This manuscript provides results from a two-phase validation
-
Implementation of a comprehensive state effort to reduce exclusionary discipline in early care and education settings: Arkansas's policy Early Child. Res. Q. (IF 3.815) Pub Date : 2024-02-12 Kirby A. Chow, Sheila Smith, Christen E. Park, Todd Grindal, Nicola A. Conners Edge
Some U.S. states have begun to implement policies and supports to prevent expulsion in early care and education (ECE) settings. Little is known about the implementation of these policies and supports within the complex landscape of state ECE systems. In this study, we investigate ECE program leaders’ and teachers’ understanding of one state's expulsion prevention policy, use of suspension and expulsion
-
Fostering healthy social and emotional climates in early childhood classrooms through infant and early childhood mental health consultation Early Child. Res. Q. (IF 3.815) Pub Date : 2024-02-07 Julie Spielberger, Tiffany Burkhardt, Erin D. Carreon, Elissa R. Gitlow
Through relationship building and collaboration, Infant and Early Childhood Mental Health Consultation (IECMHC) aims to increase early childhood professionals’ capacity to promote children's mental health and reduce the use of exclusionary discipline practices. We conducted a three-year pilot study of a cross-system, embedded model of IECMHC to address gaps in the literature regarding provider and
-
Linking early educator wellbeing to classroom interactions and teacher turnover Early Child. Res. Q. (IF 3.815) Pub Date : 2024-02-01 Anna J. Markowitz, Deiby Mayaris Cubides Mateus, Kennedy Weisner
In the United States, caregivers and educators who work with children under 5 face low wages and limited workplace supports, creating significant challenges to their emotional and financial wellbeing. These conditions are worse for teachers of the youngest children, ages birth to two. This study uses a large (N∼ 400) sample of early educators from Louisiana to explore the link between wellbeing, defined
-
Explaining disparities in absenteeism between kindergarteners with and without disabilities: A decomposition approach Early Child. Res. Q. (IF 3.815) Pub Date : 2024-02-01 Kevin A Gee, Michael A Gottfried, Jennifer A Freeman, Philip Kim
The disparity in absenteeism between kindergarteners with and without disabilities is a persistent phenomenon across schools in the United States and reflects ongoing systemic inequities that disadvantage young children with disabilities. Yet, evidence of factors underlying this disparity remains less well understood, limiting the ability for schools to transform how they support students with disabilities
-
Early childhood teachers’ reflections on participating in a district-wide one-to-one device program Early Child. Res. Q. (IF 3.815) Pub Date : 2024-01-23 Tracy H. Donohue, Fashina Aladé
-
Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable? Early Child. Res. Q. (IF 3.815) Pub Date : 2024-01-17 Dorthe Bleses, Peter Jensen, Anders Højen, Marinka M. Willemsen, Pauline Slot, Laura M. Justice
Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and
-
Vocabulary size predicts behavioral problems in emotionally reactive children Early Child. Res. Q. (IF 3.815) Pub Date : 2024-01-17 Madeleine Bruce, Briana Ermanni, Martha Ann Bell
Internalizing and externalizing behavioral problems place children at an increased risk for low academic achievement and socioemotional maladjustment. Children's language skills and level of emotional reactivity have been shown to predict behavioral problems later in development. Yet, there is an absence of research investigating vocabulary by negative emotionality interactions with respect to the
-
Broadening understanding of executive function in children with different hearing histories: The roles of fathers and coparenting Early Child. Res. Q. (IF 3.815) Pub Date : 2024-01-14 Andrew Blank, Rachael Frush Holt, Sarah Schoppe-Sullivan
Fathers and family-level characteristics are understudied but potentially impactful contributors to at-risk outcomes for deaf and hard-of-hearing (DHH) children who use spoken language. We investigated associations between paternal parenting stress, paternal self-efficacy for supporting language, and executive function (EF) development in DHH children and children with typical hearing (TH). Main and
-
Unpacking the relations of transcription and oral language to written composition in kindergarten children Early Child. Res. Q. (IF 3.815) Pub Date : 2024-01-12 Cynthia Puranik, Molly Duncan, Ying Guo
In the present study we examined the contributions of transcription and foundational oral language skills to written composition outcomes in a sample of kindergartners. Two hundred and eighty-two kindergarten students from 49 classrooms participated in this study. Children's writing-related skills were examined using various tasks. Latent structural equation modeling was used to test the hypothesis
-
Parents’ adverse childhood experiences matter too: The impact of multigenerational trauma on participation in early childhood education for Latinx children Early Child. Res. Q. (IF 3.815) Pub Date : 2024-01-06 Emily A. Velandia, Amanda Farr, Stacey Musso, Nubia Soto, Danielle L. Fettes
-
Supporting early childhood educators to foster children's self-regulation and executive functioning through professional learning Early Child. Res. Q. (IF 3.815) Pub Date : 2024-01-05 Rosalyn A. Muir, Steven J. Howard, Lisa Kervin
Given the recognised importance of self-regulation (SR) and executive functioning (EF) in young children's academic and social-emotional wellbeing, their development should not be left to chance. This mixed methods study investigated whether the children taught by educators trained in the SOWATT program, a purposively designed professional learning program targeting self-regulation and executive functioning
-
A pilot study of a micro-course to promote positive teaching practices and prevent exclusionary discipline in early childhood Early Child. Res. Q. (IF 3.815) Pub Date : 2024-01-05 Kelsey A. Clayback, Jennifer LoCasale-Crouch, Pilar Alamos
The past two decades of research have underscored the concerning use of exclusionary discipline in early childhood education settings and the need for professional development to support educators to use evidence-based practices. Existing professional development, such as coaching and infant/early childhood mental health consultation, are effective but pose implementation challenges due to time and
-
Policies addressing suspension and expulsion in state early care and education subsystems: A national census of policy alignment and integration Early Child. Res. Q. (IF 3.815) Pub Date : 2024-01-05 Martha Buell, Stephanie Kuntz, Anamarie Whitaker, Jason T. Hustedt, Gerilyn Slicker, William Woelki
Exclusion from early care and education (ECE) programs creates employment challenges for families and disrupts learning for children, often differentially impacting children placed at-risk due to income, race, and disability. Federal policy guidance and changes in the Child Care and Development Fund (CCDF) Block Grant requirements are meant to influence states to create policies that will both regulate
-
Can peers help sustain the positive effects of an early childhood mathematics intervention? Early Child. Res. Q. (IF 3.815) Pub Date : 2024-01-03 Caroline M. Botvin, Jade M. Jenkins, Robert C. Carr, Kenneth A. Dodge, Douglas H. Clements, Julie Sarama, Tyler W. Watts
Our study assessed whether the peer environment in kindergarten and first grade affected student learning following an early mathematics intervention. We leveraged longitudinal data from a cluster-RCT to examine whether math achievement in kindergarten ( = 1,218) and first grade ( = 1,126) was affected by either the share of high-achieving classmates or the proportion of classroom peers who received
-
Big little leap: The role of transition difficulties in children's skill development during kindergarten Early Child. Res. Q. (IF 3.815) Pub Date : 2023-12-28 Jing Sun, Laura M. Justice, Hui Jiang, Kelly M. Purtell, Tzu-Jung Lin, Arya Ansari
Considerable interest is directed to promoting children’s success as they transition to kindergarten. It is generally proposed that children who experience lower levels of transition difficulties at kindergarten entry achieve higher academic and socialemotional gains, although this premise has seldom been explicitly evaluated in tandem with children's kindergarten readiness skills. To improve understanding
-
A machine learning approach to identifying non-parental caregivers' risk for harsh caregiving towards infants in daycare centers Early Child. Res. Q. (IF 3.815) Pub Date : 2023-12-26 Chen Sharon, Sofie Rousseau
Harsh Caregiving behavior amongst daycare providers (i.e., non-parental Harsh Caregiving) negatively impacts children's development across a variety of domains. As prevalences of non-parental Harsh Caregiving appear to increase worldwide, identifying its predictors is crucial for screening and intervention. The goal of this study was to identify a set of indicators and predictive rules that may accurately
-
Supportive language strategies for preschool dual language learners: Associations with early language outcomes Early Child. Res. Q. (IF 3.815) Pub Date : 2023-12-23 Keisey Fumero, Carla Wood, Beth Phillips
To better understand the language environments of early childhood education (ECE) classrooms with dual language learners (DLLs), we examined the frequency with which adults use various language facilitation strategies, potential classroom characteristics that may predict teacher strategy use and the impact that teacher strategy use may have on DLL children's lexical and morphosyntactic skills. The
-
Early childhood teachers’ dispositions, knowledge, and skills related to diversity, inclusion, equity, and justice Early Child. Res. Q. (IF 3.815) Pub Date : 2023-12-23 Sarah N. Lang, Erin Tebben, Summer W. Luckey, Kyla M. Hurns, Erin G. Fox, Donna Y. Ford, Arya Ansari, Penny A. Pasque
All children deserve quality early care and education (ECE) experiences that value them and lay a foundation for positive life trajectories. Unfortunately, many minoritized children in ECE experience inequities including a greater likelihood of exclusion and far fewer opportunities to see their identities affirmed or centered. These early experiences impact children's development, and the dispositions
-
Instructional alignment is associated with PreK persistence: Evidence from the Boston Public Schools Early Child. Res. Q. (IF 3.815) Pub Date : 2023-12-09 Meghan P. McCormick, Cullen MacDowell, Christina Weiland, JoAnn Hsueh, Michelle Maier, Mirjana Pralica, Samuel Maves, Catherine Snow, Jason Sachs
This study uses implementation fidelity data from PreK to 1 grade in the Boston Public Schools (BPS) to identify profiles of instructional alignment and examine whether stronger alignment for PreK attenders is associated with sustained benefits of BPS PreK on children's language, literacy, and math skills through first grade. The study includes = 498 students (mean age = 5.47, = 0.30 in K fall). Children
-
An examination of the use and outcomes of readiness assessments, retention policies, and title 1 funding for kindergarten children in the United States Early Child. Res. Q. (IF 3.815) Pub Date : 2023-12-09 Kathryn Zimmermann, Qingqing Yang, Arya Ansari, Kelly Purtell
The current study examined the prevalence and usage of three theoretically informed school-level policies, namely the use of readiness assessments, retention policies, and Title I funds in kindergarten classrooms across the United States. Using the nationally representative Early Childhood Longitudinal Study Kindergarten Class of 2011, we examined whether these school-level policies in kindergarten
-
“We need to prepare and adjust”: The school readiness beliefs and practices of Korean families with preschool-aged children Early Child. Res. Q. (IF 3.815) Pub Date : 2023-12-02 Veronica Y. Kang, Sarai Coba-Rodriguez, Sunyoung Kim
Koreans, as the seventh largest ethnic group in the United States, are underrepresented in educational research. There have been mixed findings on Korean caregivers’ practices which may be due to several factors including both cultural as well as generational changes in how Korean caregivers raise and educate their child. As a part of a larger mixed-method study that examined the effects of school
-
Are family-teacher communication quality and child and family characteristics associated with head start children's classroom engagement? It's complicated Early Child. Res. Q. (IF 3.815) Pub Date : 2023-11-30 Wendy Ochoa, Lok-Wah Li, Fuko Kiyama, Christine M. McWayne
Children's classroom engagement during the first years of formal schooling is foundational to their academic success. Previous research has found that the quality of communication between parents and teachers as well as child and family characteristics are associated with children's engagement scores in the classroom. However, research remains limited, and most has been conducted among middle and high
-
Student-teacher conflict or student-school conflict? Exploring bidirectional relationships between externalizing behavior and teacher conflict Early Child. Res. Q. (IF 3.815) Pub Date : 2023-11-30 Julia Ogg, Christopher J. Anthony, Moira Wendel
The purpose of this study was to examine bidirectional relationships between student-teacher conflict and externalizing behavior in elementary school. A national sample of 9,663 kindergarten – third grade students (49% female; 51% White, non-Hispanic, 10% African American, 25% Hispanic, 9% Asian students) from the Early Childhood Longitudinal Study – Kindergarten Cohort of 2010-2011 were included.
-
Child biological stress and maternal caregiving style are associated with school readiness Early Child. Res. Q. (IF 3.815) Pub Date : 2023-11-22 Arcadia Ewell, Diana Lopera-Perez, Katie Kao, Charu Tuladhar, Jerrold Meyer, Amanda Tarullo
Low socioeconomic status (SES) is a risk factor for unpreparedness for formal school entry. However, it is unclear how specific SES domains or factors related to SES, such as maternal caregiving style or child biological stress regulation, uniquely contribute to a child's academic competency. We examined the relation between early biological stress, SES, and caregiving style with the academic competency
-
Monitoring early childhood development at the population level: The ECDI2030 Early Child. Res. Q. (IF 3.815) Pub Date : 2023-11-18 Peter F. Halpin, E. Filipa de Castro, Nicole Petrowski, Claudia Cappa
Population-level monitoring of early childhood development (ECD) can inform research and guide national policy. One approach to population-level monitoring is through the design of surveys that (a) are feasible and cost-effective to implement at scale, (b) yield well-validated summaries of children's holistic development, and (c) can ideally support comparisons across national and cultural contexts
-
-
Talking, praising and teaching: How parent interaction during a learning task relates to children's early learning Early Child. Res. Q. (IF 3.815) Pub Date : 2023-11-09 Amy Bird, Elaine Reese, Elizabeth Schaughency, Karen Waldie, Polly Atatoa-Carr, Susan Morton, Cameron Grant
The foundational skills that children begin formal schooling with are subject to persistent inequities, and can have long-term academic, occupational and health consequences. Early learning is conceptualised as encompassing social, emotional, behavioral and motor functioning in addition to more traditional formal academic skills. Within a large, diverse, longitudinal child cohort - Growing Up in New
-
Child social-emotional and behavioral problems and competencies contribute to changes in developmental functioning during Early Intervention Early Child. Res. Q. (IF 3.815) Pub Date : 2023-11-03 Alison E. Chavez, Mary Troxel, R. Christopher Sheldrick, Abbey Eisenhower, Sophie Brunt, Alice S. Carter
This study examined how social-emotional and behavioral (SEB) problems and competencies contribute to changes in developmental functioning among children enrolled in Part C Early Intervention (EI), a U.S. program supporting young children with developmental delays and disabilities. The sample included 1,055 children enrolled in EI from 2011-2019 (mean age at EI entry = 17 months; 64% male; 72% marginalized
-
The math talk learning environment: Testing an early childhood math intervention Early Child. Res. Q. (IF 3.815) Pub Date : 2023-11-03 Tracy Payne
Given the importance attributed to math talk, this study sought to test the effects of a Math Talk Learning Environment for exposing children to math talk and whether this effort would improve children's early math skills. The intervention used guided play in small group math games focused on numeracy skills. The analytic sample comprised 95 racially and ethnically diverse children enrolled in Head
-
Inequality in access to early childhood care and education programs among 3- to 4-year-olds: Trends and variations across low- and middle-income countries Early Child. Res. Q. (IF 3.815) Pub Date : 2023-11-03 Hyunwoo Yang, Nirmala Rao, Emma Pearson
Despite growing acknowledgment of the role of early childhood care and education (ECCE) in reducing social inequality, there is limited understanding of the relation between ECCE expansion and inequality in access to ECCE in low- and middle-income countries. This study explored the relation between national enrollment rates in ECCE and inequality in access to ECCE in 30 low- and middle-income countries
-
Who calls for help? Assessing the reach of the Ohio preschool expulsion prevention partnership Early Child. Res. Q. (IF 3.815) Pub Date : 2023-10-23 Erin Tebben, Kristopher West, Lisa Golden, Sarah Lang, Susan Yoon
Early childhood expulsions are a systemic issue in early care and education (ECE) that have negative consequences for children, families, ECE programs, and communities. The Ohio Preschool Expulsion Prevention Partnership (OPEPP) represents one state's attempt to reduce the incidence of early childhood expulsions using infant and early mental health consultation distributed statewide in a hub-and-spoke
-
Gesture like a kitten and you won't forget your tale: Drama-based, embodied story time supports preschoolers’ narrative skills Early Child. Res. Q. (IF 3.815) Pub Date : 2023-10-21 Katie A. Bernstein, Lauren van Huisstede, Scott C. Marley, Yuchan (Blanche) Gao, Melissa Pierce-Rivera, Evan Ippolito, M. Adelaida Restrepo, Jenny Millinger, Kathryn Brantley, Jen Gantwerker
Oral narrative comprehension is an important precursor to reading comprehension. Supporting preschool students in building strong oral narrative comprehension skills prepares them to be successful once they enter formal schooling. Gesture and body movement have been shown to support children's oral narrative comprehension and recall skills. This study examines whether drama-based instruction (DBI)—an
-
Capturing the quantity and location of adult wh-words in the preschool classroom using a sensing tool system Early Child. Res. Q. (IF 3.815) Pub Date : 2023-10-19 Yagmur Seven, Dwight W. Irvin, Prasanna V. Kothalkar, Satwik Dutta, Jay F. Buzhardt, Beth Rous, John H.L. Hansen
Observational approaches may limit researchers' ability to comprehensively capture preschool classroom conversations, including the use of wh-words. In the current proof-of-concept study, we present descriptive results using an automated speech recognition (ASR) system coupled with location sensors to quantify teachers' wh-words by preschool teachers in the literacy activity areas of a preschool classroom
-
Parental early math support: The role of parental knowledge about early math development Early Child. Res. Q. (IF 3.815) Pub Date : 2023-10-11 Ashli-Ann Douglas, Bethany Rittle-Johnson
Parents vary substantially in the frequency and complexity of the math support that they provide to their children, and this variability is often related to their children's math knowledge. We hypothesized that parents' knowledge about the development of two critical early math topics would help explain some of this variability in their early math support. U.S. parents of 3- and 4-year-olds (N = 196
-
A teacher's choice: Preschool teachers’ selection and use of picture books for mathematics instruction Early Child. Res. Q. (IF 3.815) Pub Date : 2023-10-12 Suzanne Elise Splinter, Fien Depaepe, Lieven Verschaffel, Joke Torbeyns
Preschool teachers’ selection and use of instructional materials play an important role in their provision of qualitative mathematics instruction. Picture books were recently shown effective for supporting early mathematical competencies. Picture book features further contributed to their effectiveness. The current study aimed to investigate teachers’ selection and use of picture books for mathematics
-
Investigating children's interactions in preschool classrooms: An overview of research using automated sensing technologies Early Child. Res. Q. (IF 3.815) Pub Date : 2023-10-13 Batya Elbaum, Lynn K. Perry, Daniel S. Messinger
New technologies that combine digital sensors with automated processing algorithms are now being deployed to study preschool classrooms. This article provides an overview of these new sensing technologies, focusing on automated speaker classification, the analysis of children's and teachers’ speech, and the detection and analysis of their movements over the course of the school day. Findings from recent
-
Narrowing the Research-to-Practice Gap in Effective Professional Development in a State Preschool Program: Describing the Process and Findings from a Research-Practice Partnership Early Child. Res. Q. (IF 3.815) Pub Date : 2023-10-13 Ann Partee, Amanda Williford, Jason Downer, Jenna Conway, Erin Carroll
This study describes the implementation and findings from a consultation process designed to enhance the professional development (PD) offered to teachers working in Virginia's state-funded preschool program. A PD Rubric was developed to translate research on effective PD (i.e., PD practices linked to positive changes in teacher practice and/or child outcomes), systematically assess the extent to which
-
Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter? Early Child. Res. Q. (IF 3.815) Pub Date : 2023-10-11 Jessica E. Whittaker, Tara Hofkens, Virginia E. Vitiello, Robert C. Pianta, Jamie DeCoster, Arya Ansari
This study used a person-centered approach to identify school readiness profiles in a sample of kindergartners (n=1,826) from a large and diverse school district in the United States. Using latent profile analyses and multi-level modeling, we examined three aims: 1) whether patterns of readiness skills at kindergarten entry could be detected, 2) the extent to which detected patterns predicted gains
-
COVID-19 and early childhood education: Implications for research, practice, and policy Early Child. Res. Q. (IF 3.815) Pub Date : 2023-10-07 Laura Justice, Xiao Zhang, Elizabeth A. Steed
Abstract not available
-
Examining the child observation in preschool and teacher observation in preschool in community-based child care centers Early Child. Res. Q. (IF 3.815) Pub Date : 2023-09-19 Brenda M. Miranda, Tracy Gebhart, Diane M. Early, Meghan E. McDoniel
Previous research indicates that the Child Observation in Preschool (COP) and Teacher Observation in Preschool (TOP), a companion set of observational tools used to assess the quality of preschool classrooms, capture important aspects of the preschool environment that are associated with children's growth (Farran et al., 2017; Nesbitt et al., 2015; Spivak & Farran, 2016). This study is the first to
-
Effect of the timing of initial exposure to maternal depression on children's school readiness Early Child. Res. Q. (IF 3.815) Pub Date : 2023-09-14 Mohamed Ebeid, Julia Witt
This study investigates the impact of the timing of initial exposure to maternal depression on a comprehensive measure of children's school readiness that incorporates multidimensional developmental domains underlying school adaptation and later success. The Early Development Instrument scores of 59,413 children were linked to their mothers, who were observed from five years before the child's birth
-
Preschool structural quality and student–teacher closeness are related to children's adjustment: sibling-informed design Early Child. Res. Q. (IF 3.815) Pub Date : 2023-09-11 Nina Alexandersen, Henrik Daae Zachrisson, Espen Røysamb, Tiril Wilhelmsen, Mari Vaage Wang, Ragnhild Eek Brandlistuen
This study aims at examining whether children's adjustment, social play behavior and Early Childhood Education and Care (ECEC) program-liking in universal ECEC are associated with the quality of student–teacher relationships and structural quality features of the classrooms they attend. The sample includes 7,436 5-year-old children (50% girls) and 195 sibling pairs (48% girls) participating in the
-
Procrastination in early childhood: Associations with self-regulation, negative affectivity, and the home environment Early Child. Res. Q. (IF 3.815) Pub Date : 2023-09-13 Ege Kamber, Taissa S.S. Fuke, Melissa Alunni, Caitlin E.V. Mahy
To examine the roles of self-regulation, negative affectivity, and the home environment in the development of procrastination, the current study investigated children's procrastination in relation to conscientiousness, effortful control, negative affectivity, parenting, and socioeconomic status. Parents of 3- to 6-year-olds (N = 396; 81.8% White) completed questionnaires assessing the above-mentioned
-
The how many and give-N tasks: Conceptually distinct measures of the cardinality principle Early Child. Res. Q. (IF 3.815) Pub Date : 2023-09-07 Connor D. O'Rear, Patrick K. Kirkland, David J. Purpura
In the current study we investigated performance on the how many (how many?) and give-N tasks. We first investigated the relative performance of three-to-five-year-old children (N = 393; M = 4.75 years, SD = .75 years) on these tasks. Replicating prior work, we found that children performed worse on give-N compared to how many? and this performance gap increased as the set size increased. This performance
-
The Effects of a Science and Social Studies Content Rich Shared Reading Intervention on the Vocabulary Learning of Preschool Dual Language Learners Early Child. Res. Q. (IF 3.815) Pub Date : 2023-09-01 Jorge E. Gonzalez, Hanjoe Kim, Jacqueline Anderson, Sharolyn Pollard-Durodola
This study examined the effects of a content-based shared book reading (SBR) intervention on receptive and expressive vocabulary outcomes of dual language learner (DLL) preschool children enrolled in two school districts in south Texas. Using SBR as the target of instruction, 50 preschool teachers and 298 preschoolers were randomly assigned at the class level to either a well-specified and scripted
-
Essential elements of infant and early childhood mental health consultation: Inside the black box of preschool expulsion prevention Early Child. Res. Q. (IF 3.815) Pub Date : 2023-08-28 Annie Davis Schoch, Kaela M. Tidus, Evandra Catherine, Deborah F. Perry, Frances Duran, Lauren Rabinovitz
Exclusionary discipline practices differentially harm young children of color. As early childhood education systems seek to close these gaps to ensure all young children have access to high quality early learning experiences, the field requires more evidence-based approaches that can be scaled and replicated. Infant and early childhood mental health consultation (IECMHC) has been associated with lower
-
Families’ experiences with supports after receiving a prenatal diagnosis of down syndrome Early Child. Res. Q. (IF 3.815) Pub Date : 2023-08-21 Bonnie Keilty, Melissa A. Jackson, JaneDiane Smith
In the United States, families whose infants or toddlers have a diagnosis that results in a high likelihood of developmental delay or disability are automatically eligible for early intervention (EI). When families know prenatally of this diagnosis, they are not eligible for EI until their baby is born despite other developmental programs starting during pregnancy. Seventeen families who had a prenatal
-
Urban-rural achievement gap in low- and middle-income countries: The role of early childhood education Early Child. Res. Q. (IF 3.815) Pub Date : 2023-08-21 Laura Betancur, Portia Miller, Elizabeth Votruba-Drzal
In low- and middle-income countries, rural children rank below their urban counterparts on academic achievement. Given the importance of early childhood education (ECE) in promoting early learning, the urbanicity disparities may be partially explained by limited ECE availability in rural areas and the proliferation of private centers in urban areas. Using data from 6,000 economically disadvantaged
-
Preterm birth and expressive language development across the first 5 years of life: A nationally-representative longitudinal path analysis Early Child. Res. Q. (IF 3.815) Pub Date : 2023-08-17 Sarah Coughlan, Jean Quigley, Elizabeth Nixon
Multiple factors including the child's non-linguistic characteristics and caregiving environment can affect language development. Since preterm birth (<37 weeks’ gestation) can negatively affect language development, this study used path analysis to investigate whether the influence of preterm birth on expressive language development at 3 and 5 years of age is mediated by a child's non-linguistic characteristics
-
A conceptual model to understand and address racial disparities in exclusionary discipline through teacher-child relationships Early Child. Res. Q. (IF 3.815) Pub Date : 2023-08-11 Pilar Alamos, Amanda P. Williford
Young children in the United States, particularly Black boys, are being suspended and expelled from early childhood education programs and primary schools at alarming rates. Teachers describe children's “disruptive” or “challenging” behavior as the most common reason for suspending or expelling a child. For this reason, common efforts to reduce exclusionary discipline target teacher behavior to change
-
A mixed-methods approach to understanding early childhood special educators’ well-being Early Child. Res. Q. (IF 3.815) Pub Date : 2023-08-11 Heather L Walter, Beth D. Tuckwiller, Lionel C. Howard, Karin H. Spencer, Jennifer R. Frey
Recent research illustrates several gaps in understanding about teacher experiences of professional well-being, as well as how teachers understand and define their well-being. Given the limited understanding of the construct and correlates of teacher well-being and the omission of theoretical models in the development of prevention efforts and supports for teachers' mental health, it is valuable to
-
Another case of the theory to practice gap: South Korean early childhood education and care Early Child. Res. Q. (IF 3.815) Pub Date : 2023-08-11 Ji Young Lee, Charlotte Anne Wright, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek
Motivated by an increasingly globalized and technological world, countries around the world are rewriting their education policies in favor of play-based learning. South Korea, a country that recently reformed its early childhood curriculum to reflect an emphasis on a whole-child, active play pedagogy, is an important case of how child- and play-centered curriculum may translate into implementable
-
Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms Early Child. Res. Q. (IF 3.815) Pub Date : 2023-08-11 Katherine Strasser, Jaime Balladares, Valeska Grau, Anneliese Marín, David Preiss
This paper reports results of an experimental study that assessed the efficacy and teachers’ perception of feasibility of a set of structured games for promoting curriculum learning goals in 12 prekindergarten and kindergarten classrooms in Chile. We developed four structured games aligned with the Chilean curriculum learning goals, and that were adequate to the material and human conditions of low-income
-
Profiles and predictors of neurodevelopmental functioning among young children experiencing family homelessness Early Child. Res. Q. (IF 3.815) Pub Date : 2023-08-12 Janette E. Herbers, Carmela J. DeCandia, Katherine T. Volk, George J. Unick
In the context of family homelessness, children experience acute adversities related to loss of housing and residential mobility compounded with more chronic, poverty-related adversities and stressors. Among children in families experiencing homelessness, variability in experiences and outcomes warrant person-centered approaches to better delineate patterns of risk and resilience. Using latent profile