Showing papers in "Early Childhood Research Quarterly in 2022"

TL;DR: This article used an antiracist lens to reexamine this research, concluding that whereas the study has many strengths, the study's "colorblind" approach and deficit-model orientation limit its ability to inform practice and policy for promoting positive developmental outcomes in the population of Black children represented in the sample.

TL;DR: In this paper , the authors used a large sample from the Longitudinal Study of Australian Children to investigate time spent in unstructured quiet and active play activities at ages 2-3 and 4-5 years as a predictor of self-regulation abilities 2 years later.

TL;DR: This article used an antiracist lens to reexamine this research, concluding that whereas the study has many strengths, the study's "colorblind" approach and deficit-model orientation limit its ability to inform practice and policy for promoting positive developmental outcomes in the population of Black children represented in the sample.

TL;DR: In this paper , a multi-methods study explores the well-being of Latinx, Black, and multiracial early childhood teachers in New York City, where communities of Color have been particularly hard hit by COVID-19.

TL;DR: This paper conducted a meta-analysis of studies that explored the relationships between teacher language practices in early childhood classrooms that supported children's language development, finding that there were 11 key types of teacher language that had been studied, including Interactive Talk, Responsive Talk, Questions and Elicitations, and Conceptual Talk.

TL;DR: Wang et al. as mentioned in this paper explored the implementation and challenges of China's national online education strategy during the COVID-19 pandemic from the perspective of children and their parents, and found that most children had participated in online education characterized by wide-ranging content, teacher-led interaction, and rich learning platforms.

TL;DR: In this paper, the authors investigated the family routines and practices of newly enrolled Head Start attendees and explored connections between routine and practices and children's school readiness at preschool entry across five developmental domains: cognitive, physical, language, social-emotional and approaches to learning.

TL;DR: This paper found that the strongest predictor of depression during the COVID-19 pandemic was having experienced depression before the pandemic, and food insecurity rates also increased among parents and teachers.

TL;DR: In this paper , a survey of 666 early educators in community-based center, family child care, Head Start, and public school prekindergarten programs across Massachusetts found that most educators indicated that their mental and financial well-being had been affected.

TL;DR: In this article , a qualitative study explores NYC pre-K teachers' experiences of COVID-19 and finds that the shift to remote teaching resulted in silent expectations imposed on women teachers.

TL;DR: The authors found that children's word learning did not vary across picture card-only instruction and instruction with sung and rhythmically spoken songs, however, both types of songs led to significantly greater gains in children's depth of word knowledge compared to words taught with picture cards-only.

TL;DR: This article examined longitudinal links between media usage and fine motor skills (FMS) in 141 preschool children and found a negative cross-lagged path from media usage to FMS, which was also statistically significant when only newer media were examined, after controlling for parental educational attainment, immigrant status, device ownership, age of first use, working memory and vocabulary.

TL;DR: This article found that children's word learning did not vary across picture card-only instruction and instruction with sung and rhythmically spoken songs, however, both types of songs led to significantly greater gains in children's depth of word knowledge compared to words taught with picture cards-only.

TL;DR: In this paper, the authors examined the associations of family engagement in home learning activities and in early childhood care and education centers (ECCE; e.g., attending meetings or workshops, helping inside the classroom) with young children's emergent literacy and numeracy, social-emotional functioning, motor development, and executive functions, as measured through direct assessment.

TL;DR: The authors examined how different types of maternal questions were associated with children's language outcomes, and how the associations were moderated by children's existing vocabulary skills and family socioeconomic status, revealing the critical role of individual and contextual factors in language-learning mechanisms.

TL;DR: In this paper , the authors used latent profile analysis on a longitudinal dataset to examine changes in maternal and child mental health during COVID-19 and factors that may protect against declines in mental health.

TL;DR: In this article , a systematic review and meta-analysis of the associations of smartphone and tablet use with psychosocial, cognitive, and sleep-related factors in early childhood development is presented.

TL;DR: In this paper , the authors explored Australian early childhood educators' psychological distress and wellbeing in relation to COVID-19, and found that 66.8% of educators scored in the low range for post-traumatic distress, 11.7% scored in moderate range, and 21.5% scored high, medium, and low on the Impact of Events Scale-Revised.

TL;DR: Wang et al. as mentioned in this paper examined whether child initiative mediated the association between parental scaffolding and children's mathematics performance and whether the co-parent's scaffolding moderated the mediating effect of child initiative on the associations.

TL;DR: In this paper, the authors investigated the effects of the expansion on who gets access to pre-primary education and on readiness for primary school in Ethiopia and found that inequalities in preprimary access between advantaged and disadvantaged regions persist following the reforms, with girls less likely to attend school.

TL;DR: This paper found that negative teacher behaviors were predictive over and above the role of global quality ratings and negatively associated with exposure to more disapproving and punitive teacher behaviors, and pointed to the feasibility of identifying practical, observable, and specific teacher behaviors that affect early development and to the need for quality improvement efforts that include an explicit focus on eliminating problematic teacher behaviors.

TL;DR: In this article , the authors examined how primary caregivers perceived changes in the amount of time spent engaging with their children (i.e., engaged time) from the start of the COVID-19 pandemic and whether these changes were associated with children's learning behavior and emotional distress.

TL;DR: This article examined how the ECERS-R and CLASS scores relate to changes in preschoolers' skills and whether associations are stronger in the second half of the school year than across the whole school year.

TL;DR: The Program-Wide Support for Pyramid Model Implementation (PWS-PMI) intervention as mentioned in this paper provides a systematic approach to supporting early childhood programs using Pyramid Model practices and enhancing children's social-emotional outcomes that is grounded in implementation science.

TL;DR: The Program-Wide Support for Pyramid Model Implementation (PWS-PMI) intervention as mentioned in this paper provides a systematic approach to supporting early childhood programs using Pyramid Model practices and enhancing children's social-emotional outcomes that is grounded in implementation science.

TL;DR: Text to Talk as mentioned in this paper is a curriculum-aligned program that provides weekly texts for teachers to send to families that include vocabulary words and related activities from books being read in the classroom.

TL;DR: In this paper , the authors examined the associations of family engagement in home learning activities and in early childhood care and education centers (ECCE; e.g., attending meetings or workshops, helping inside the classroom) with young children's emergent literacy and numeracy, social-emotional functioning, motor development, and executive functions, as measured through direct assessment.

TL;DR: In this paper , the effects of an easy-to-implement universal intervention ( Buddy Up ) that paired preschoolers with other-gender peers for enjoyable, cooperative, and structured classroom activities were investigated.

TL;DR: In this paper, the authors investigate the extent to which the governance of ECE policy levers is dispersed across, or housed within, different state-level institutions or agencies (i.e., alignment via governance), and find little and limited alignment between a state's policy levers of standards, curriculum, and assessment.

TL;DR: In this article , the authors examined whether differences in classroom experiences as children transition from pre-k to kindergarten are associated with kindergarten social-emotional and self-regulation skills among low-income, race-and language-diverse public pre-K children.