Family socioeconomic status and the cognitive competence of very young children from migrant and non-migrant Chinese families: The mediating role of parenting self-efficacy and parental involvement
This study explores how family socioeconomic status (SES) is linked to the cognitive competence of very young children (i.e., less than 3 years of age) in migrant and non-migrant Chinese families. It also investigates the mediating role of parenting self-efficacy (PSE) and parental involvement in these associations. Based on a sample of 748 migrant and non-migrant families residing in urban areas, the results from structural equation modelling (SEM) showed that young Chinese children from higher-SES families exhibited stronger cognitive competence. Moreover, this connection was partially mediated by PSE and parental involv...
Source: Early Childhood Research Quarterly - December 22, 2019 Category: Child Development Source Type: research
Teacher–child interaction quality and Chinese children’s academic and cognitive development: New perspectives from piecewise growth modeling
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Bi Ying Hu, Xitao Fan, Yan Wu, Jennifer LoCasale-Crouch, Zhanmei SongAbstractThis longitudinal study utilized piecewise growth modeling to examine how teacher–child interaction quality contributed to children’s academic and cognitive growth in a stratified random sample of Chinese children. Data on the classroom teacher–child interaction quality (the three domains of the Classroom Assessment Scoring System: Emotional Support, Classroom Organization, and Instructional Support) and child outcomes (Chinese reading, native v...
Source: Early Childhood Research Quarterly - December 22, 2019 Category: Child Development Source Type: research
Factors associated with early school readiness profiles for Black girls
This study used pre-academic and socioemotional data from the Early Childhood Longitudinal Study-Birth (ECLS-B) Cohort to examine the profiles of Black girls’ school readiness skills from preschool through kindergarten. In addition to examining profiles that emerged, analyses were conducted to determine whether family socio-economic status (SES), parenting, parental functioning, community social support, neighborhood quality, and early education experiences predicted the likelihood of being in a particular profile. Three profiles emerged: (1) Consistent Learner, (2) Struggling Learner, and (3) Excelling Learner. There wa...
Source: Early Childhood Research Quarterly - December 13, 2019 Category: Child Development Source Type: research
Editorial Board
Publication date: 1st Quarter 2020Source: Early Childhood Research Quarterly, Volume 50, Part 3Author(s): (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - December 8, 2019 Category: Child Development Source Type: research
Editorial Board
Publication date: 1st Quarter 2020Source: Early Childhood Research Quarterly, Volume 50, Part 2Author(s): (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - December 1, 2019 Category: Child Development Source Type: research
Children’s perceptions of their learning and education: Introduction to special issue
Publication date: 1st Quarter 2020Source: Early Childhood Research Quarterly, Volume 50, Part 2Author(s): Susan Sonnenschein, Yoko Yamamoto (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - December 1, 2019 Category: Child Development Source Type: research
Maternal and non-maternal care in infancy and later child cognitive, language and motor development in Chile: Does type of care matter?
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Marigen Narea, Claudio O. Toppelberg, Matías Irarrázaval, Jiali XuAbstractGrowing numbers of children across the world start non-maternal care in the first year of life. However, few studies have described how different infant care experiences may relate to later child cognitive, language and motor functioning, and most analyses have focused on samples from historically industrialized regions. Cognitive, language and motor subscores (TEPSI) and receptive vocabulary scores (TVIP) obtained through direct testing of 24-to-48-mo...
Source: Early Childhood Research Quarterly - December 1, 2019 Category: Child Development Source Type: research
Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Lorenz Grolig, Caroline Cohrdes, Simon P. Tiffin-Richards, Sascha SchroederAbstractShared reading has the potential to promote a wide range of language skills that are important for reading acquisition. Dialogic reading interventions in preschool facilitate the acquisition of vocabulary and narrative production skills, but it is unclear (a) whether dialogic reading can also foster inferential and literal narrative comprehension and (b) whether intervention effects are maintained until the beginning of formal reading instructio...
Source: Early Childhood Research Quarterly - December 1, 2019 Category: Child Development Source Type: research
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
This study examines the complexity of preschool and kindergarten teachers’ syntax and the relations between teachers’ syntax and children’s vocabulary development. Thirty-three teachers’ syntax was examined during three instructional contexts: book reading, morning message, and small-group activities. Results suggest that, in general, few teacher background factors were systematically linked to more complex syntax in the classroom, although teachers of minority backgrounds used more complex syntax. Teachers’ syntax was not related to global classroom quality, suggesting that syntax represents a unique facet of th...
Source: Early Childhood Research Quarterly - November 25, 2019 Category: Child Development Source Type: research
Child care deserts in New York State: Prekindergarten implementation and community factors related to the capacity to care for infants and toddlers
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): John W. Sipple, Lisa A. McCabe, Hope G. CastoAbstractAccess to high quality child care provides a valuable support to families and communities as it both enables parental employment and provides a safe and developmentally appropriate place for children. Yet, access to child care for children under age three is uneven, with some communities experiencing child care “deserts” (Jessen-Howard et al., 2018). This paper assesses the infant and toddler child care capacity – the proportion of age-eligible children for which there...
Source: Early Childhood Research Quarterly - November 19, 2019 Category: Child Development Source Type: research
Forty years of measuring quality with the Environment Rating Scales
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Richard M. Clifford, Noreen Yazejian, Debby Cryer, Thelma HarmsAbstractEarly childhood classroom quality can be viewed from multiple perspectives—including parents, teachers, administrators, researchers, policymakers, and politicians. From the beginning of our work in the 1970s, we have defined and measured the quality of early learning environments with the Environment Rating Scales (ERS) from the perspective of the children in those environments. As quality definitions and measurement have changed through the decades since...
Source: Early Childhood Research Quarterly - November 16, 2019 Category: Child Development Source Type: research
The association of peer behavioral regulation with motor-cognitive readiness skills in preschool
This study determined whether peer effects are present in this earliest sector of schooling. Research has shown that a child's own behavioral regulation is associated with his or her academic outcomes. However, not much is known about how children are affected by classmates with poor behavioural regulation. This study begins to fill the gaps in our understanding of preschool peer effects in the form of peers' behavioral regulation relative to children's motor-cognitive readiness skills. It addresses two research questions: (1) Is the average level and amount of variation of peers' behavioral regulation skills (i.e., engage...
Source: Early Childhood Research Quarterly - November 15, 2019 Category: Child Development Source Type: research
Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): M. Jeanne Wilcox, Shelley Gray, Mark ReiserAbstractYoung children with developmental speech and/or language impairment (DSLI) often fail to develop oral language and early literacy skills that are foundational for subsequent schooling and reading success. The purpose of this investigation was to examine the efficacy of the Teaching Early Literacy and Language (TELL) curriculum and associated evidence-based teaching practices. Participants included 91 preschool classroom teachers and 202 male and 87 female preschoolers with DSL...
Source: Early Childhood Research Quarterly - November 11, 2019 Category: Child Development Source Type: research
Choosing what is best for one’s children? Experimental evidence on parents’ responsiveness to childcare subsidies and their preferences for different childcare arrangements
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Christoph Zangger, Janine WidmerAbstractHow do various levels of subsidies shape parental preferences for different childcare arrangements? Using data collected in a choice experiment that was conducted with 540 parents in the city of Bern, Switzerland, this study demonstrates how parental preferences for adequate childcare arrangements for their preschool-aged children are crucially mediated by the offered subsidies. Focusing on center-based care, we further investigate whether these preferences differ across individual socia...
Source: Early Childhood Research Quarterly - November 11, 2019 Category: Child Development Source Type: research
Cross-domain associations of key cognitive correlates of early reading and early arithmetic in 5-year-olds
This study explicitly focused on the co-development of early reading and early arithmetic before primary education. The Multiple Deficit Model was used as theoretical framework (Pennington, 2006). According to this model, the overlap between early reading and early arithmetic is due to a constellation of shared and unique cognitive correlates. Therefore, we investigated whether key cognitive correlates of one academic ability also correlate with the other. Participants were 188 five-year-old kindergartners who had not yet been formally instructed in reading and arithmetic. Phonological awareness was selected as reading-spe...
Source: Early Childhood Research Quarterly - November 11, 2019 Category: Child Development Source Type: research
