Young children are aware of ethnicity-race, yet the field lacks measures to assess ethnic-racial identity (ERI) in early childhood. Thus, the goals of the current study were: (a) to describe three adapted measures that can be used to assess aspects of Mexican-heritage children's ERI (i.e., attitudes, centrality, and knowledge), and (b) to test the psychometric properties of each measure among 182 five-year-old Mexican-heritage children. Results from confirmatory factor analyses supported a 2-factor solution characterizing positive and negative ERI attitudes; the subscales demonstrated adequate reliability and findings provided preliminary support for construct validity. Findings for ERI centrality revealed significant variability among children and initial support for convergent and divergent validity. Support for ERI knowledge was more limited and suggests further development of this measure is needed. Overall, the current study calls attention to the importance of assessing ERI in early childhood, and provides developmentally appropriate assessments to stimulate growth in this area.

幼儿知道种族种族，但该领域缺乏评估幼儿时期种族身份（ERI）的措施。因此，当前研究的目标是：(a) 描述可用于评估墨西哥裔儿童 ERI 各个方面（即态度、中心性和知识）的三种调整措施，以及 (b) 测试心理测量对 182 名 5 岁墨西哥裔儿童的各项指标的属性。验证性因素分析的结果支持以正面和负面 ERI 态度为特征的 2 因素解决方案；分量表显示出足够的信度，调查结果为结构效度提供了初步支持。ERI 中心性的研究结果揭示了儿童之间的显着差异以及对收敛和发散有效性的初步支持。对 ERI 知识的支持更为有限，表明需要进一步发展这一措施。总体而言，目前的研究呼吁关注评估儿童早期 ERI 的重要性，并提供适合发育的评估以刺激该领域的成长。