Children’s knowledge of single- and multiple-letter grapheme-phoneme correspondences: An exploratory study
In this study, we examined Australian children’s knowledge of single- and multiple-letter grapheme-phoneme correspondences (GPCs), and the influence of five different factors – GPC complexity, phoneme status, the child’s name, GPC entropy, and GPC frequency – on GPC knowledge. Data from 337 Australian children enrolled in Kindergarten to Grade 3 were included in the study and analyses were performed using mixed effects models. Results indicate that GPC knowledge varied across children and GPCs, children were almost twice as likely to accurately pronounce single-letter graphemes compared to multiple-letter graphemes...
Source: Early Childhood Research Quarterly - January 23, 2020 Category: Child Development Source Type: research
Measures of early social communication and vocabulary production to predict language outcomes at two and three years in late-talking toddlers
ConclusionsMeasures of social communication between 18–21 months added important information to predicting language outcomes at 2 and 3 years, above and beyond parent-reported expressive vocabulary production measured at 24 months, with small effect sizes overall. Implications for identifying younger children who are at risk for continued language delay and recommendations for referral to early intervention programs are discussed. (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - January 18, 2020 Category: Child Development Source Type: research
Influence of quality credentialing programs on teacher characteristics in center-based early care and education settings
This study combines a randomized resume audit study with administrative data on provider participation in QRIS (N = 5607) and NAEYC (N = 10,553) to examine whether these quality credentialing programs influence provider behavior during the teacher hiring process. While NAEYC-accredited providers are strongly attracted to job applicants with ECE work experience, education, and other professional credentials, QRIS participants are not. (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - January 17, 2020 Category: Child Development Source Type: research
(Mis)Alignment of instructional policy supports in Pre-K and kindergarten: Evidence from rural districts in North Carolina
Publication date: Available online 14 January 2020Source: Early Childhood Research QuarterlyAuthor(s): Lora Cohen-Vogel, James R. Sadler, Michael Little, Becca MerrillAbstractOver the past few decades, instructional policy supports — encompassing standards, curricula, and assessments — have featured centrally in the education reform movement. So, too, have efforts to align them. In this article, we conduct interviews with local educators with responsibility for early education about the alignment of instructional supports in Pre-K and kindergarten. Perceptions among study participants indicate that the degree of alignm...
Source: Early Childhood Research Quarterly - January 16, 2020 Category: Child Development Source Type: research
More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Jan Lenhart, Wolfgang Lenhard, Enni Vaahtoranta, Sebastian SuggateAbstractReading stories to children fosters their language development. An approach rarely investigated is narrators telling stories without reading from text (i.e., oral storytelling). Oral storytelling may differ from more commonly employed read-aloud approaches in terms of language complexity and the opportunity to regulate the storytelling process via attention-guiding behavior, such as eye contact and gesticulation. By experimentally separating the influenc...
Source: Early Childhood Research Quarterly - January 14, 2020 Category: Child Development Source Type: research
Parent migration and rural preschool children's early academic and social skill trajectories in China: Are ‘left-behind’ children really left behind?
We examined early trajectories for academic and social skills among four groups of rural, preschool-attending, children in the Guangdong province of China: Village children (N = 176) who remained in a rural village and lived with both parents, Migrant children (N = 79) who migrated with their work-seeking parents to live in an urban area, Partially-left-behind children (N = 63) who lived with one parent in a rural village while the other parent migrated to the city for work, and Completely-left-behind children (N = 57) who stayed in a rural village with relatives while both parents migrated to the city for ...
Source: Early Childhood Research Quarterly - January 11, 2020 Category: Child Development Source Type: research
Ethnic variances in socializing young children’s mastery motivation among White, African American, and Hispanic low-income families
This study indicated the diversity in socializing young children’s mastery motivation, and informed future ethnic adaptive practices in supporting young children’s mastery motivation. (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - January 11, 2020 Category: Child Development Source Type: research
What do parents value in a child care provider? Evidence from Yelp consumer reviews
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Chris M. Herbst, Kevin C. Desouza, Saud Al-Ashri, Srinivasa Srivatsav Kandala, Mayank Khullar, Vikash BajajAbstractThis paper exploits novel data and empirical methods to examine parental preferences for child care. Specifically, we analyze consumer reviews of child care businesses posted on the website Yelp.com. A key advantage of Yelp is that it contains a large volume of unstructured information about a broad set of child care programs located in demographically and economically diverse communities. Thus our analysis relies...
Source: Early Childhood Research Quarterly - January 10, 2020 Category: Child Development Source Type: research
Measurement invariance of the English and Spanish BASC-3 behavioral and emotional screening system parent preschool forms
This study examined the measurement invariance between English and Spanish versions of the BASC-3 Behavioral and Emotional Screening System Parent Preschool form using a sample of Latinx respondents (N = 351). A two-factor oblique model with a combined Internalizing/Externalizing Risk factor and an Adaptive Skills Risk factor yielded marginally adequate fit in both the English and Spanish samples. Results supported configural, metric, and partial scalar invariance of the two-factor oblique model. Given that previously identified factor structures and full measurement invariance across languages were not supported, addi...
Source: Early Childhood Research Quarterly - January 10, 2020 Category: Child Development Source Type: research
Measuring and improving quality in early care and education
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Robert C. Pianta, Bridget K. Hamre, Tutrang NguyenAbstractFor decades, research on the quality of early care and education has helped identify features of those settings that play some role in promoting children’s learning and development. We offer this brief commentary as a framework for considering not only the topic and papers in this special issue, but more importantly, as a motivating heuristic for next generation of research and development on the assessment and improvement of measuring quality. First, we present some ...
Source: Early Childhood Research Quarterly - January 10, 2020 Category: Child Development Source Type: research
Evidence for reliability and validity of parent reports of twin children’s birth information
This study used data from 105 families of typically developing twin and triplet children whose parents provided this information as part of a larger survey. Families originally participated in a longitudinal study at least once when children were between the ages of 1 and 5 years and were re-tested at least once subsequently between the ages of 2 and 17 years. A subset of 57 families (mean age = 2.58 years, sd = 2.41) also released hospital birth information to compare to parent report to assess validity. Repeated measures MANCOVAs were used to test for significant differences between parent reports at each time po...
Source: Early Childhood Research Quarterly - January 8, 2020 Category: Child Development Source Type: research
Student–teacher relationship quality in children with and without ADHD: A cross-sectional community based study
This study investigated student–teacher relationship quality (STRQ) in grade one students with (n = 177) and without (n = 208) attention-deficit/hyperactivity disorder (ADHD). We also examined whether a range of child and teacher factors were associated with STRQ. Children (M = 7.3 years; SD = 0.4) were recruited through 43 schools and screened for ADHD using parent and teacher screening questionnaires (Conners 3 ADHD index). ADHD cases were confirmed using the diagnostic interview schedule for children version IV. STRQ was rated by teachers using the student–teacher relationship scale — short form. R...
Source: Early Childhood Research Quarterly - January 8, 2020 Category: Child Development Source Type: research
Understanding alignment in children’s early learning experiences: Policies and practices from across the United States
Publication date: Available online 30 December 2019Source: Early Childhood Research QuarterlyAuthor(s): Jessica F. Harding, Dana Charles McCoy, Meghan P. McCormick (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - January 1, 2020 Category: Child Development Source Type: research
Observing individual children in early childhood classrooms using Optimizing Learning Opportunities for Students (OLOS): A feasibility study
Publication date: Available online 26 December 2019Source: Early Childhood Research QuarterlyAuthor(s): Carol McDonald Connor, Ashley Adams, Elham Zargar, Taffeta S. Wood, Belinda E. Hernandez, Deborah Lowe VandellAbstractIn this feasibility study, we present a newly developed observational system, Optimizing Learning Opportunities for Students (OLOS). OLOS is designed to elucidate the learning opportunities afforded to individual children within early childhood classrooms and as they transition to formal schooling (kindergarten through third grade). OLOS records the time spent in different types of learning opportunities ...
Source: Early Childhood Research Quarterly - December 27, 2019 Category: Child Development Source Type: research
Context influences on task orientation among preschoolers who display disruptive behavior problems
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Virginia E. Vitiello, Amanda P. WillifordAbstractVariable elements of the classroom context affect children’s behavior and may enhance or inhibit task orientation among children who display disruptive behaviors. The current study examined within- and across-child variation in children’s task orientation, as well as classroom and child predictors of that variation. The sample included 453 preschool children, ages 30–66 months (mean = 48.8, SD = 6.8), identified by teachers as displaying elevated disruptive behavio...
Source: Early Childhood Research Quarterly - December 25, 2019 Category: Child Development Source Type: research
