Introduction to the Special Issue: Parents supporting early mathematical thinking
Publication date: Available online 6 September 2019Source: Early Childhood Research QuarterlyAuthor(s): Michèle M.M. Mazzocco, Amy Claessens (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - September 7, 2019 Category: Child Development Source Type: research
Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
This study examined associations between the classroom percentage of dual language learners (DLLs), observed classroom quality, and children's German majority language skills. The cross-sectional sample of 2.5 years olds (n = 93 immigrant DLLs and n = 363 monolingual German-only learners) was clustered within n = 197 classrooms. Classrooms with higher percentages of DLLs demonstrated slightly lower levels of overall classroom process quality. DLLs scored about 1 SD below monolingual children on German language skills when adjusting for family and classroom covariates. Moderation analyses revealed that this diff...
Source: Early Childhood Research Quarterly - September 3, 2019 Category: Child Development Source Type: research
Reminiscing and future talk conversations between young children, their early childhood educators and mothers
This study adopted a sociocultural framework to investigate how educators interacted with young children in reminiscing and future talk conversations. Participants included 85 educator–child dyads from seven early childhood centers in Sydney, Australia. Younger children (n = 40) were 27–36 months and older children (n = 45) were 48–60 months. Each dyad discussed four past events (two novel, two familiar) and four future events (two novel, two familiar). A subsample of mother–child dyads (n = 42) completed the same tasks. Educators’ total elaborations varied by event novelty. Degree-qualified educators...
Source: Early Childhood Research Quarterly - August 23, 2019 Category: Child Development Source Type: research
A curriculum supplement that integrates transmedia to promote early math learning: A randomized controlled trial of a PBS KIDS intervention
This study investigates whether and how the integration of technology and media improves early mathematics outcomes for low-income preschoolers. The study sample was 966 children and 137 teachers in 86 preschool classrooms in California and New York. Preschool classrooms were randomly assigned to one of three conditions: a 10-week PBS KIDS Transmedia Math Supplement condition that supported teachers through an organized sequence of hands-on and digital mathematics activities; a Technology & Media condition that provided teachers with media resources out of context, or a Business-As-Usual (BAU) condition. The media resource...
Source: Early Childhood Research Quarterly - August 18, 2019 Category: Child Development Source Type: research
Young children’s beliefs about school learning in Japan and the United States: Cultural and socioeconomic comparisons
Publication date: Available online 13 August 2019Source: Early Childhood Research QuarterlyAuthor(s): Yoko YamamotoAbstractThe purpose of this study was to examine Japanese children’s beliefs about school learning in the first year of primary school depending on culture and socioeconomic status. For the current study, data collected from 150 first graders aged 6 or 7 attending public school in Japan and the United States (50 low SES and 50 middle SES in Japan, and 50 middle SES in the U.S. as a comparative group) were analyzed. In individual interviews, the children provided narrative responses to story beginnings relate...
Source: Early Childhood Research Quarterly - August 14, 2019 Category: Child Development Source Type: research
Students with disabilities attending full-day versus part-day kindergarten: Short- and long-term effects on achievement
We examined a national dataset of kindergarteners with disabilities and inquired into whether attending full- versus part-day kindergarten predicted short- and long-term differences in reading and math achievement. Implementing fixed effects and propensity score matching using the Early Childhood Longitudinal Study: Kindergarten Class of 2011 (ECLS-K: 2011), we found that students with disabilities (SWDs) in full-day kindergarten (FDK) had higher reading and math scores at the end of kindergarten. However, this effect disappeared completely by the end of first grade for all SWDs. There were no differences by disability cat...
Source: Early Childhood Research Quarterly - August 14, 2019 Category: Child Development Source Type: research
Roles of executive functioning and language in developing low-income preschoolers’ behavior and emotion regulation
Publication date: 4th Quarter 2019Source: Early Childhood Research Quarterly, Volume 49Author(s): Shannon E. Reilly, Jason T. DownerAbstractYoung children’s regulation of their behaviors and emotions is a foundational skill that undergirds learning, academic achievement, and social competence (Bierman & Erath, 2006; McClelland et al., 2018). Executive functioning (EF) and language are two cognitive skillsets that facilitate behavior and emotion regulation (Blair & Ursache, 2011; Cole, Armstrong, & Pemberton, 2010). What is not yet fully understood is how these two skillsets may work together to promote these regulatory s...
Source: Early Childhood Research Quarterly - August 10, 2019 Category: Child Development Source Type: research
Long-term effects of China’s One Village One Preschool program on elementary academic achievement
Publication date: 4th Quarter 2019Source: Early Childhood Research Quarterly, Volume 49Author(s): Si Chen, Chen Zhao, Yan Cao, Chen Chen, Catherine E. Snow, Mai LuAbstractOne Village One Preschool (OVOP) project is a government-supported public intervention launched by the China Development Research Foundation, which provided disadvantaged rural and minority children in central and western rural China with access to early childhood education (ECE). OVOP has established about 2300 centers in ten provinces, enrolling over 170,000 3–6-year olds, free of charge for all. We analyzed longitudinal data collected from a sample o...
Source: Early Childhood Research Quarterly - July 27, 2019 Category: Child Development Source Type: research
Early elementary student-teacher relationship trajectories predict girls’ math and boys’ reading achievement
Publication date: 4th Quarter 2019Source: Early Childhood Research Quarterly, Volume 49Author(s): Carlos Valiente, Julia H. Parker, Jodi Swanson, Robert H. Bradley, Brittany M. GrohAbstractOur goal was to identify trajectories in students’ relationships with their kindergarten, first, and second grade teachers, and to test whether the trajectories predict students’ achievement. To address this goal, each year, as students (N = 291) progressed from kindergarten to second grade, we assessed teachers’ reports on student-teacher-relationship closeness and conflict. We assessed achievement in second grade. We used lat...
Source: Early Childhood Research Quarterly - July 26, 2019 Category: Child Development Source Type: research
ECE quality indicators and child outcomes: Analyses of six large child care studies
Publication date: 4th Quarter 2019Source: Early Childhood Research Quarterly, Volume 49Author(s): Sandra L. Soliday Hong, Terri J. Sabol, Margaret R. Burchinal, Louisa Tarullo, Martha Zaslow, Ellen S. Peisner-FeinbergAbstractPractice and policy in early childhood education rely heavily on professional expertise and guidelines developed from research on early care and education (ECE) quality, but these guidelines have not been extensively researched. Data from six large studies of ECE quality were analyzed to relate structural and process quality indicators based on professional guidelines to children’s language, literacy...
Source: Early Childhood Research Quarterly - July 25, 2019 Category: Child Development Source Type: research
Hot and cool dimensionality of executive function: Model invariance across age and maternal education in preschool children
Publication date: 4th Quarter 2019Source: Early Childhood Research Quarterly, Volume 49Author(s): Janelle J. Montroy, Emily C. Merz, Jeffrey M. Williams, Susan H. Landry, Ursula Y. Johnson, Tricia A. Zucker, Michael Assel, Heather B. Taylor, Christopher J. Lonigan, Beth M. Phillips, Jeanine Clancy-Menchetti, Marcia A. Barnes, Nancy Eisenberg, Tracy Spinrad, Carlos Valiente, Jill de Villiers, Peter de Villiers, the School Readiness Research ConsortiumAbstractThe structure of executive function (EF), as it pertains to distinct “hot” (affectively salient) and “cool” (affectively neutral) dimensions, in early childhood...
Source: Early Childhood Research Quarterly - July 21, 2019 Category: Child Development Source Type: research
A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds
Publication date: Available online 12 July 2019Source: Early Childhood Research QuarterlyAuthor(s): Anne L. Larson, Lauren M. Cycyk, Judith J. Carta, Carol Scheffner Hammer, Melissa Baralt, Yuuko Uchikoshi, Zhe Gigi An, Carla WoodAbstractAs the population of young children from culturally and linguistically diverse (CLD) backgrounds grows in the U.S., so too does awareness of the need for interventions to promote their language development and reduce the “word gap.” This synthesis described and analyzed studies examining interventions for improving language outcomes for young, CLD children (birth through age 5). The pu...
Source: Early Childhood Research Quarterly - July 13, 2019 Category: Child Development Source Type: research
Comparison of measurement systems for collecting teacher language data in early childhood settings
Publication date: 4th Quarter 2019Source: Early Childhood Research Quarterly, Volume 49Author(s): Jennifer E. Cunningham, Kathleen N. Zimmerman, Jennifer R. Ledford, Ann P. KaiserAbstractThe purpose of this study was to evaluate the accuracy and efficiency of three measurement systems in capturing teacher language use in inclusive preschool classrooms. Specifically, this study evaluated the use of two discontinuous measurement systems (momentary time sampling and partial interval recording) in estimating the frequency and quality of teacher talk, as compared to a continuous measurement of teacher language (timed event reco...
Source: Early Childhood Research Quarterly - July 13, 2019 Category: Child Development Source Type: research
Effects of language on initial reading: Direct and indirect associations between code and language from preschool to first grade
We examined the relationships among language and code-related abilities between preschool and grade one to test the hypothesis that code- and language-related abilities that the Simple View of Reading describes as distinct emerge from an early period when they are interrelated. We assessed multiple language abilities, phonological awareness, and letter-word knowledge in a sample of 489 predominantly African-American children from low-income homes. In preschool, kindergarten, and first grade we found significant positive correlations among measures of language, phonological awareness, and letter-word knowledge, and cross-ag...
Source: Early Childhood Research Quarterly - July 10, 2019 Category: Child Development Source Type: research
Corrigendum to “Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors” [Early Child. Res. Quart. 47 (2019) 206–217]
Publication date: Available online 6 July 2019Source: Early Childhood Research QuarterlyAuthor(s): Michelle L. Yoder, Amanda P. Williford, Virginia E. Vitiello (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - July 6, 2019 Category: Child Development Source Type: research
