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Home Language Environment and Executive Functions in Mexican American and Chinese American Preschoolers in Head Start Early Education and Development (IF 1.504) Pub Date : 2021-04-18 Stephanie L. Haft, Christopher L. Gys, Silvia Bunge, Yuuko Uchikoshi, Qing Zhou
ABSTRACT Research Findings: Using two groups of dual language learners (DLLs), the current study examined links between two developmental constructs closely linked to school readiness: the home language environment (HLE) and executive function (EF). In a sample of 90 children (age range = 38–70 months, 59% girls) from either Mexican American (MA, N = 46) or Chinese American (CA, N = 44) low-income
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How Can Teachers Build Partnerships with Lower-educated Parents in Support of Young Children’s Oral Language Development? Evaluation of an Adaptive Program Early Education and Development (IF 1.504) Pub Date : 2021-04-07 Martine van der Pluijm, Amos van Gelderen, Mariette Lusse, Joseph Kessels
ABSTRACT Research Findings: The parental role in supporting young children’s oral language development at home is crucial for children’s language and literacy development. However, there is limited expertise in how teachers can support lower-educated parents effectively to enhance their interactions with their children and stimulate the use of language. Therefore, teachers need specific knowledge and
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An Examination of Current Leadership Practices in Early Childhood and Early Childhood Special Education: A Mixed Methods Study Early Education and Development (IF 1.504) Pub Date : 2021-04-06 Sara Movahedazarhouligh, Rashida Banerjee, John Luckner
ABSTRACT Research Findings: Effective leadership is one necessary element of achieving high quality in early childhood (EC) and early childhood special education (ECSE) programs. To date, little leadership literature and research are available for EC/ECSE professionals. Using a mixed-methods research approach, this study investigated local leadership practices in one western state in the United States
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The Quality of Teacher–Child Interactions during the Enactment of Playful Science Games in Preschool Early Education and Development (IF 1.504) Pub Date : 2021-03-22 Cristina Guarrella, Caroline Cohrssen, Jan van Driel
ABSTRACT Research Findings: This research aims to examine the affordances for high quality instructional support offered by the Northern Territory Preschool Science Games, alongside differences between classroom quality during the enactment of this teaching resource and the broader early childhood program. Applying a multiple-case study approach, quality was measured via classroom observations in three
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Habla Conmigo: Teachers’ Spanish Talk and Latine Dual Language Learners’ School Readiness Skills Early Education and Development (IF 1.504) Pub Date : 2021-03-22 Maria Cristina Limlingan, Christine McWayne, Nail Hassairi
ABSTRACT Research Findings: Preschool is a critical period during which children’s development and learning exert a long-lasting impact on their school adjustment and academic outcomes. Although research on monolingual English-speaking children has identified elements of high-quality preschool experiences that can serve as the foundation for teaching all young children, educators recognize that the
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Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher–Student Conflict in Childhood Early Education and Development (IF 1.504) Pub Date : 2021-03-04 Maciel M. Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L. Spinrad, Sarah K. Johns, Rebecca H. Berger, Anjolii Diaz, Kassondra M. Silva, Marilyn S. Thompson, Diana E. Gal-Szabo, Jody Southworth
ABSTRACT Studies with extensive observations of real-life emotions at school are rare but might be especially useful for predicting school-related outcomes. This study evaluated observations of negative emotion expressivity in lunch and recreation settings across kindergarten, first grade, and second grade (N = 301), kindergarten teachers’ reports of children’s effortful control, and kindergarten and
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Is the Brief Version of the Child Abuse Potential Inventory a Valid and Reliable Measure for Childcare Providers? Early Education and Development (IF 1.504) Pub Date : 2021-03-04 Ji Young Lee, Jihyun Sung
ABSTRACT This study aims to validate a Korean version of the Brief Version of the Child Abuse Potential Inventory (BCAP-K) for use with childcare providers in South Korea. By employing a stratified sampling method, 808 childcare providers in charge of infants’ classes were selected for participation. Participants completed a questionnaire that included socio-demographic characteristics, the BCAP-K
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Parental Behaviors and Involvement in Children’s Digital Activities among Israeli Jewish and Arab Families during the COVID-19 Lockdown Early Education and Development (IF 1.504) Pub Date : 2021-02-28 Galia Meoded Karabanov, Merav Asaf, Margalit Ziv, Dorit Aram
ABSTRACT Research Findings: The study explored everyday parenting behaviors and their relations to parents’ involvement in their children’s digital activities during the COVID-19 lockdown, among Israeli Jewish and Arab parents of young children. We studied parents’ behaviors through the prism of the Parenting Pentagon Model (PPM), which integrates five constructs of daily parenting behaviors that are
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Promoting a Person-Centered Approach to Strengthening Early Childhood Practices that Support Social-Emotional Development Early Education and Development (IF 1.504) Pub Date : 2021-02-28 Angel Fettig, Kathleen Artman-Meeker, Lieny Jeon, Huan-Ching Chang
ABSTRACT Research Findings: This paper presents findings from an exploratory study to define associations between social–emotional teaching practices and teacher characteristics through a person-centered approach. The sample consisted of 97 teachers working in center-based early childhood education settings with young children ages 2–5 in the U.S. Pacific Northwest. We analyzed teachers’ observed classroom
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Examining the Factor Structure of the Classroom Assessment Scoring System Toddler (CLASS-T) in Early Head Start and Subsidized Child Care Classrooms Early Education and Development (IF 1.504) Pub Date : 2021-02-25 Krystal Bichay-Awadalla, Rebecca J. Bulotsky-Shearer
ABSTRACT Research Findings: The Classroom Assessment Scoring System Toddler (CLASS-T) is one of the most commonly used measures to assess the quality of teacher-child interactions in toddler classrooms. Despite widespread use of the CLASS-T, few studies have examined the factor structure of the CLASS-T for use in Early Head Start (EHS) and subsidized child care programs serving children from low-income
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Teacher Education and the Quality of Teacher-Child Interactions: New Evidence from the Universe of Publicly-Funded Early Childhood Programs in Louisiana Early Education and Development (IF 1.504) Pub Date : 2021-02-21 Anna J. Markowitz, Katharine Sadowski, Bridget Hamre
ABSTRACT Research Findings: Many policy efforts designed to improve the quality of early care and education (ECE) settings in the United States have focused on increasing teachers’ education levels, despite the weak evidence linking education to quality. Much of this evidence comes from studies with single-sector samples (e.g., only child care, Head Start, or state pre-k) and typically does not include
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Heterogeneity in the Development of Executive Function: Evidence from Nationally Representative Data Early Education and Development (IF 1.504) Pub Date : 2021-02-21 Jeanne L. Reid, Douglas D. Ready
ABSTRACT Research Findings: The present study examined patterns of executive function (EF) development among socio-demographically diverse children in kindergarten, first grade, and second grade. Using nationally representative data from the Early Childhood Longitudinal Study Kindergarten Cohort: 2011, we estimated children’s growth in working memory and cognitive flexibility across four socio-demographic
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Exploring the Role of Play Behaviors in the Links between Preschoolers’ Shyness and Teacher-Child Relationships Early Education and Development (IF 1.504) Pub Date : 2021-02-14 Stefania Sette, Federica Zava, Emma Baumgartner, Fiorenzo Laghi, Robert J. Coplan
ABSTRACT Research Findings: The goal of this study was to investigate the role of play behaviors in the links between child shyness and teacher-child relationship quality in preschool. Participants were 212 (102 girls) young children (M = 58.32 months, SD = 10.72) recruited from 10 classrooms in three preschools in central Italy. Parents evaluated children’s shyness and teachers rated their relationships
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Stability and Change in Early Social Skills Development in Relation to Early School Performance: A Longitudinal Study of A Swedish Cohort Early Education and Development (IF 1.504) Pub Date : 2021-01-31 Louise Frogner, Karin Hellfeldt, Anna-Karin Ångström, Anna-Karin Andershed, Åsa Källström, Kostas A. Fanti, Henrik Andershed
ABSTRACT Research Findings: This study aimed to investigate the developmental path of social skills in early childhood, the associated predictors, and its impact on later school performance. This prospective longitudinal study included 2,121 children, ages 3–5 at baseline, from the general population in a mid-sized Swedish municipality. Results show both stability and change in social skills. Stable
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Profiles of Dysregulation Moderate the Impact of PreschoolTeacher–Student Relationships on Elementary School Functioning Early Education and Development (IF 1.504) Pub Date : 2021-01-17 Benjamin L. Bayly, Karen L. Bierman
ABSTRACT Research Findings: Children’s readiness to handle the expectations of elementary school depends heavily on their self-regulation skills. Self-regulation includes both cognitive and behavioral elements; however, past studies have typically looked at cognitive and behavioral self-regulation in isolation or as a composite score rather than examining self-regulation profiles. Conceptually, a profile
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Measuring Preschool Teachers’ Social-emotional Practices: A Comparison of Two Measures Early Education and Development (IF 1.504) Pub Date : 2021-01-11 Natalia M Rojas, Shira Mattera, Pamela Morris, Cybele Raver
ABSTRACT Research Findings: Evidence suggests that teachers are effective at improving the social and emotional readiness of low-income children. However, few measures are available to assess teachers’ use of specific social-emotional practices within their classrooms. This paper compares an observational measure of teachers’ social-emotional practices, the Adapted Teacher Style Rating Scale (TSRS)
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Exploring Barriers to Early Childhood Teachers’ Implementation of a Supplemental Academic Language Curriculum Early Education and Development (IF 1.504) Pub Date : 2021-01-05 Tricia A. Zucker, Erin Jacbos, Sonia Q. Cabell
ABSTRACT Research Findings: This study used the Theoretical Domains Framework (TDF) to examine barriers to teachers’ implementation of a supplemental academic language curricula. Despite high satisfaction with this scripted curriculum, three past studies indicated heterogeneity in teachers’ fidelity of implementing the curriculum as well as difficulty going off script. Thus, our goal was to identify
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Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure: Predicting First-Grade Reading from Kindergarten Entry Assessment (KEA) Data Early Education and Development (IF 1.504) Pub Date : 2021-01-01 Karen F. Kehoe, Anita S. McGinty, Amanda P. Williford, Jessica V. Whittaker
ABSTRACT Research Findings: This study used data from a large-scale kindergarten entry assessment (KEA) to understand how well two state screening measures, administered at school entry, predicted the first-grade reading outcomes of a large sample of first-time kindergarteners (N=5,480) at high risk for future reading failure. We examined young children’s emergent literacy and behavioral self-regulation
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Examining Early Composing: Children’s Differential Writing Performance Based on Task Context and Scoring Conceptualization Early Education and Development (IF 1.504) Pub Date : 2020-12-25 Margaret F. Quinn, Gary E. Bingham
ABSTRACT Early writing is a foundational component of emergent literacy. Despite recent increases in early writing research, studies often narrowly focus on transcription (i.e., letter and/or name writing, spelling) to the exclusion of their ability to compose or generate ideas and translate into writing. Research investigating composing approaches it in disparate ways without clear conceptual, empirical
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Special Issue Proposals Wanted Early Education and Development (IF 1.504) Pub Date : 2020-12-06
(2021). Special Issue Proposals Wanted. Early Education and Development: Vol. 32, Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences guest edited by Hui Li, Anne Forbes, and Weipeng Yang, pp. 188-188.
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Mindfulness for Preschoolers: Effects on Prosocial Behavior, Self-Regulation and Perspective Taking Early Education and Development (IF 1.504) Pub Date : 2020-12-02 Sara Berti, Ada Cigala
ABSTRACT Research Findings: In order to investigate the effects of a mindfulness-based intervention on preschooler’s social-emotional learning skills, the present pre-post test pilot study assessed prosocial behavior, self-regulation and perspective taking in 21 preschool children, randomly assigned either to the experimental or the control group. Children who received the intervention showed significant
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Teacher-Level Predictors of the Fidelity of Implementation of a Social-Emotional Learning Curriculum Early Education and Development (IF 1.504) Pub Date : 2020-12-01 Karen L. Thierry, Rhonda L. Vincent, Karen Norris
ABSTRACT This study examined teacher characteristics associated with the fidelity of implementation of a social-emotional learning (SEL) curriculum, known as Settle Your Glitter. Prekindergarten through first-grade teachers (N = 60; 52% African American, 30% White, 18% Hispanic/Latinx) from seven schools were observed delivering lessons during the first month of implementation. These observations captured
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Variations in Pre-Kindergarten Classroom Quality Ratings across the School Year: Observation Ratings from New York City’s Pre-K for All Early Education and Development (IF 1.504) Pub Date : 2020-12-01 Jill Gandhi, C. Cybele Raver, Rachel M. Abenavoli, Pamela A. Morris, Lauren M. Meyer
ABSTRACT Many school districts face the empirical challenge of monitoring program quality to assure that all children experience pre-K environments that foster early learning and development. Factors that are exogenous to classrooms (such as evaluation timing) may play a role in estimates of program quality and yet are not fully understood. This paper examines the role of timing in pre-K classroom
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Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions Early Education and Development (IF 1.504) Pub Date : 2020-11-24 Arya Ansari, Robert C. Pianta, Jessica V. Whittaker, Virginia E. Vitiello, Erik A. Ruzek
ABSTRACT The present investigation examined the links between preschool teachers’ self-reported emotional exhaustion (n = 117) with the quality of their classroom interactions and the dosage and rigor of their instruction. Research Findings: Although teachers’ experience of emotional exhaustion was not associated with the dosage and rigor of instruction, more emotionally exhausted teachers demonstrated
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Implementing a School Readiness Intervention in Community-Based Childcare Centers: Director and Teacher Perceptions Early Education and Development (IF 1.504) Pub Date : 2020-11-16 Leah J. Hunter, Karen L. Bierman
ABSTRACT In the U.S., one-third of preschool children attend programs run by childcare centers. Childcare centers are generally isolated and under-resourced businesses, often challenged by high rates of teacher turnover and inconsistent financial support. Correspondingly, childcare centers often struggle to provide high-quality educational experiences for preschool children. This study introduced an
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Rhymes and Relatability: How Storybook Style and Content Relate to Home-Based Educators’ Extra-Textual Talk Early Education and Development (IF 1.504) Pub Date : 2020-11-02 Sarah Timperley, Elizabeth Schaughency, Ruby-Rose McDonald, Elaine Reese
ABSTRACT Research Findings Home-based early childhood education and care (ECEC) is a popular form of small-group ECEC, with potential to facilitate high-quality conversations during shared book reading. To investigate how home-based early childhood educators (ECEs) take advantage of learning opportunities, educators read two storybooks with children (35.5–50.8 months old) in their ECEC. Because types
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Pathways to Low-Income Children’s Self-Regulation: Child Temperament and the Qualities of Teacher–Child Relationships Early Education and Development (IF 1.504) Pub Date : 2020-11-02 Ibrahim H. Acar, Julia C. Torquati, Helen Raikes, Kathleen Moritz Rudasill
ABSTRACT Research Findings: We examined low-income children’s temperament (regulatory and reactive) as a predictor of their self-regulation, and teacher-child relationship (closeness and conflict) as a moderator of associations between child temperament and selfregulation. This study involved 291 children (132 girls) (Mage = 53.88 months, SD = 6.44 months) from three EduCare programs. Parents reported
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Promoting Social Pretend Play in Preschool Age: Is Providing Roleplay Material Enough? Early Education and Development (IF 1.504) Pub Date : 2020-11-02 Isabelle Kalkusch, Ann-Kathrin Jaggy, Carine Burkhardt Bossi, Barbara Weiss, Fabio Sticca, Sonja Perren
ABSTRACT This study investigated whether two educational strategies, providing material and active adult support during play, promote pretend play quality in a group of preschoolers. The sample consisted of 101 preschoolers (50% females; mean age at t1= 43.02 months, SD= 5.94) from 14 Swiss educational play groups. These were randomly allocated to the experimental conditions: material (n=4 groups,
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Poverty, Parent Involvement, and Children’s Reading Skills: Testing the Compensatory Effect of the Amount of Classroom Reading Instruction Early Education and Development (IF 1.504) Pub Date : 2020-10-15 Brittany Gay, Susan Sonnenschein, Shuyan Sun, Linda Baker
ABSTRACT Research Findings: Parent involvement is a critical way for children to learn about the importance of education and develop reading skills. Unfortunately, not all low-income parents are able to be involved in their children’s education, which can have negative implications for children’s reading development. The present study tested if the strength of the relation between low-income parents’
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Identifying a Typology of Unlisted Paid Home-Based Child Care Providers Using Latent Profile Analysis Early Education and Development (IF 1.504) Pub Date : 2020-10-01 Alison Hooper, Gerilyn Slicker, Danielle Riser
ABSTRACT Research Findings: This study provides a framework for categorizing one subset of the large and heterogeneous group of home-based child care providers, unlisted paid providers. We analyzed data on unlisted paid home-based child care providers (n = 448) from the 2012 National Survey of Early Care and Education conducted in the United States. We used latent profile analysis to explore how providers
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“At First I Wouldn’t Talk so Much…”: Coaching and Associated Changes in Language-Supportive Self-Efficacy among Infant/Toddler Educators Early Education and Development (IF 1.504) Pub Date : 2020-09-23 Nicole Gardner-Neblett, Allison De Marco, Sarah Sexton
ABSTRACT Developing strong language and communication skills in the first years of life provides young children with a foundation for a number of positive outcomes, including school readiness, early literacy skills, and self-regulation. High quality language supports in early childhood education programs are key to this development. Part of providing these high-quality language supports involves educators
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English Expressive Narrative Skill Matters for Sociodramatic Play in Classrooms with Multiple Home Languages Represented Early Education and Development (IF 1.504) Pub Date : 2020-09-21 Caitlin Malloy
ABSTRACT Research Findings: A substantial body of research has demonstrated social and academic benefits of sociodramatic play (SDP) for young children. However, substantially less research has explored the factors related to increased amounts of SDP occurring during free play, an activity time that comprises the greatest portion of the daily schedule in United States’ preschools. This concurrent correlational
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Scotland Embarks on a National Outdoor Play Initiative: Educator Perspectives Early Education and Development (IF 1.504) Pub Date : 2020-09-17 Nina Howe, Michal Perlman, Catherine Bergeron, Samantha Burns
ABSTRACT Research Findings. The Scottish government is in the process of transforming their early childhood learning and care landscape by doubling the number of free hours of childcare for families and by requiring that all children in care spend a significant portion of each day outdoors. Thus, the government is promoting outdoor play programs. We surveyed 45 educators working in 16 outdoor programs
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STEM Education in Early Childhood: A Review of Empirical Studies Early Education and Development (IF 1.504) Pub Date : 2020-09-06 Zhi Hong Wan, Yushan Jiang, Ying Zhan
ABSTRACT Research Findings Various cross-disciplinary STEM learning activities were implemented in the early childhood context. Young children and their parents had rather positive attitudes towards STEM learning. In addition to educational values, the economic value of STEM learning for their family was perceived by a good number of parents, which believed that learning STEM could pave a path for
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Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being Early Education and Development (IF 1.504) Pub Date : 2020-09-02 Patricia A. Jennings, Lieny Jeon, Amy M. Roberts
ABSTRACT Early care and education (ECE) professionals’ social and emotional well-being has emerged as an area of focus for improving program quality. ECE professionals are experiencing increasing levels of stress and burnout, which is threatening the quality of early childhood education and care. This article introduces the special issue devoted to understanding early childhood professionals’ social
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Pathways to Kindergarten: A Latent Class Analysis of Children’s Time in Early Education and Care Early Education and Development (IF 1.504) Pub Date : 2020-08-31 Nathan P. Helsabeck, Jessica A. R. Logan, Laura M. Justice, Kelly M. Purtell, Tzu-Jung Lin
ABSTRACT Research Findings Using a sample of 568 students from 61 kindergarten classrooms whose primary caregivers completed a questionnaire describing their child’s early childhood education and care (ECEC) by year from birth to pre-kindergarten, we identified seven pathways characterizing children’s ECEC experiences using a latent class analysis. Once identified, profile membership was included as
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Self-Regulation in Children Born with Extremely Low Birth Weight at Four Years of Age: A Comparison Study Early Education and Development (IF 1.504) Pub Date : 2020-08-24 Lisa N. Lynn, Monica Cuskelly, Peter H. Gray
ABSTRACT Research Findings This study examined performance on self-regulatory tasks, in addition to individual characteristics including cognitive ability, receptive and expressive language skills, planning, and behaviour as contributing factors to early learning difficulties. Twenty-nine children born with ELBW and 30 comparison children at four years of age completed self-regulatory tasks. Results
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Profiles of Preschool Attendance and Children’s Kindergarten Readiness Early Education and Development (IF 1.504) Pub Date : 2020-08-14 Anna Rhoad-Drogalis, Laura M. Justice, Tzu-Jung Lin, Kelly M. Purtell, Jessica Logan
ABSTRACT Research Findings The amount of time and type of program that children experience in early childhood settings may be associated with children’s kindergarten-entry skills, or kindergarten readiness. Taking a person-centered perspective, in the present study, we examined the extent to which reliable and unique profiles of early childhood experiences among a heterogeneous group of preschool children
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Examining the Effectiveness of Group Games in Enhancing Inhibitory Control in Preschoolers Early Education and Development (IF 1.504) Pub Date : 2020-08-11 Xiaoyan Jiao, Laura Traverso, Xiaosong Gai
ABSTRACT Research Findings Promoting inhibitory control in preschoolers could increase the likelihood of positive developmental trajectories. Nevertheless, to date only a limited number of studies have focused on inhibitory control training, reporting mixed results. To examine the efficacy and the transfer effects of the training on preschoolers, seven group games based on body movement were developed
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Moral Stories and Young Children’s Confession of Misdeeds in Relation to Their Perception of Honesty and Its Consequences Early Education and Development (IF 1.504) Pub Date : 2020-08-11 Iulia Butean, Monica Buta, Laura Visu-Petra, Adrian Opre
ABSTRACT This study investigated the effect of moral stories on children’s honesty during a temptation resistance paradigm in a large sample of 3 to 6-year-olds (N = 296). Both children and their parents were also asked to anticipate if a child vignette protagonist would confess to a minor misdeed and also to predict the consequences of this potential confession. Research Findings: Moral stories emphasizing
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Early Sources of Children’s Math Achievement in Chile: The Role of Parental Beliefs and Feelings about Math Early Education and Development (IF 1.504) Pub Date : 2020-08-10 M. Francisca del Río, María Inés Susperreguy, Katherine Strasser, Dario Cvencek, Carolina Iturra, Ismael Gallardo, Andrew N. Meltzoff
ABSTRACT Research Findings Two hundred and sixty-seven Chilean children from grades 1–3, their fathers and their mothers completed measures of implicit and explicit math-related beliefs (math–gender stereotypes, math self-concepts) and feelings (math anxiety), as well as tests of mathematical achievement. Children, fathers, and mothers exhibited stereotypes that link math with males. More specifically
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Reflective Supervision/Consultation and Early Childhood Professionals’ Well-Being: A Qualitative Analysis of Supervisors’ Perspectives Early Education and Development (IF 1.504) Pub Date : 2020-08-10 Amy Susman-Stillman, Stefanie Lim, Alyssa Meuwissen, Christopher Watson
ABSTRACT Research Findings: Supporting the social and emotional well-being of early childhood professionals is of great importance for the sake of the workforce as well as the quality of the services they provide. Reflective supervision/consultation (RS/C) is an ongoing professional development practice that helps professionals process the emotional experience of working with young children and families
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How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers? Early Education and Development (IF 1.504) Pub Date : 2020-08-02 Elita Amini Virmani, Holly Hatton-Bowers, Caitlin McPherran Lombardi, Kalli B. Decker, Elizabeth K. King, Sandra I. Plata-Potter, Claire D. Vallotton
ABSTRACT Although the social-emotional competence of preservice early childhood professionals (ECPs) has been associated with the quality of their interactions with young children, there is limited understanding of these associations during preservice training. Utilizing a sample of students with career goals in early childhood (N = 473), we examined the associations between indicators of preservice
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When Fulfillment is Not Enough: Early Childhood Teacher Occupational Burnout and Turnover Intentions from a Job Demands and Resources Perspective Early Education and Development (IF 1.504) Pub Date : 2020-08-02 Diana D. Schaack, Vi-Nhuan Le, Jennifer Stedron
ABSTRACT Research Findings: This study examined the job demands and job resources of a sample of 273 early childhood teachers in Colorado. The study explored the relationships among their job demands and resources, occupational burnout, and turnover intentions using a two-level mediated model. Study findings suggest that teachers’ emotional exhaustion and depersonalization from the work is a function
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Using an Inquiry-Based Science and Engineering Program to Promote Science Knowledge, Problem-Solving Skills and Approaches to Learning in Preschool Children Early Education and Development (IF 1.504) Pub Date : 2020-07-28 Xunyi Lin, Weipeng Yang, Lizhen Wu, Lifen Zhu, Duanping Wu, Hui Li
ABSTRACT Research Findings The present study investigated the effects of a 12-week inquiry-based science and engineering (IBSE) program on preschoolers’ science and engineering learning experiences. The treatment versus control condition was randomly assigned to four preschool classes, which included 122 preschoolers (M = 61.10 month, SD = 3.73). Statistical analysis revealed that the IBSE treatment
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The Cognitive Benefits of Participating in Structured Sports for Preschoolers Early Education and Development (IF 1.504) Pub Date : 2020-07-28 Lindsey M. Bryant, Robert J. Duncan, Sara A. Schmitt
ABSTRACT Research Findings The present study explored connections between participation in structured open-skilled (e.g., soccer, basketball) and closed-skilled sports (e.g., swimming) and executive function (EF) among preschool-aged children. The sample included 197 preschool-aged children (mean age = 4.34 years, female = 48.2%, White = 83.8%). Parents reported on sport participation and children
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Improving Early Care and Education Professionals’ Teaching Self-Efficacy and Well-Being: A Mixed Methods Exploratory Study Early Education and Development (IF 1.504) Pub Date : 2020-07-27 Naomi Rombaoa Tanaka, Lisa K. Boyce, Chuan C. Chinn, Kristin N. Murphy
ABSTRACT Research Findings: Early care and education (ECE) professionals experience a myriad of challenges that adversely impact their well-being as well as their ability to have the greatest teaching impact on the children they serve. There is general agreement that Professional Development (PD) can improve teaching practices. The current study examined the impact of a PD experience that included
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With Awareness Comes Competency: The Five Awarenesses of Teaching as a Framework for Understanding Teacher Social-Emotional Competency and Well-being Early Education and Development (IF 1.504) Pub Date : 2020-07-27 Vanessa Rodriguez, S. Lynneth Solis, Bryan Mascio, Kathleen Kiely Gouley, Patricia A. Jennings, Laurie M. Brotman
ABSTRACT Research Findings Developing students’ social and emotional skills positively affects their academic success. The Prosocial Classroom model (PCM) highlights the importance of teacher’s social-emotional competency (SEC) and well-being. The current research extends the PCM by using the Five Awarenesses of Teaching Framework (The Framework) to understand teacher SEC through a developmental lens
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Work Climate in Early Care and Education and Teachers’ Stress: Indirect Associations through Emotion Regulation Early Education and Development (IF 1.504) Pub Date : 2020-07-26 Lieny Jeon, Katherine Ardeleanu
ABSTRACT Research Findings Teaching is a highly stressful profession due to many stressors that teachers experience. To understand how early childhood teachers internally handle work climate-related stressors, we examined associations between teacher-perceived work climate, teachers’ use of emotion regulation strategies, and the degree of stress that teachers experience. Using a sample of 1,129 preschool-aged
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Everyday Heroes: The Personal and Economic Stressors of Early Care and Education Teachers Serving Low-Income Children Early Education and Development (IF 1.504) Pub Date : 2020-07-23 Anna D. Johnson, Deborah A. Phillips, Anne Partika, The Tulsa Seed Study Team, Sherri Castle
ABSTRACT Research findings This study uses newly available data on low-income children and their teachers in a mixed-delivery, publicly funded early care and education (ECE) system to document the prevalence of personal and economic stressors that ECE teachers experience. We go on to explore whether these stressors are associated with child academic, self-regulatory, and social outcomes. Results indicate
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Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions Early Education and Development (IF 1.504) Pub Date : 2020-07-21 Viola Penttinen, Eija Pakarinen, Antje von Suchodoletz, Marja-Kristiina Lerkkanen
ABSTRACT Research Findings: The aim of this study was to examine associations between two aspects of teachers’ occupational well-being, i.e., teaching-related stress and work engagement, and the quality of teacher–child interactions in Finnish kindergarten classrooms. Participants were 47 kindergarten teachers with their classrooms of 6-year-old children. Teacher–child interactions (i.e., emotional
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Studying Children’s Social-Emotional Development in School and at Home through a Cultural Lens Early Education and Development (IF 1.504) Pub Date : 2020-07-21 Kevin Kien Hoa Chung, Chun Bun Lam, Jeffrey Liew
(2020). Studying Children’s Social-Emotional Development in School and at Home through a Cultural Lens. Early Education and Development: Vol. 31, No. 6, pp. 927-929.
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Burnout and Teacher–Child Interactions: The Moderating Influence of SEL Interventions in Head Start Classrooms Early Education and Development (IF 1.504) Pub Date : 2020-07-13 Lia Sandilos, Priscilla Goble, Samantha Schwartz
ABSTRACT Research Findings: The present study explored the extent to which teachers’ participation in professional development focused on children’s social-emotional learning moderated the relation between self-reported burnout and teacher–child interactions. The sample included 307 Head Start preschool teachers who participated in a large randomized controlled trial, the Head Start CARES (Classroom-based
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The Interplay among Early Childhood Teachers’ Social and Emotional Well-Being, Mental Health Consultation, and Preschool Expulsion Early Education and Development (IF 1.504) Pub Date : 2020-07-12 H. Callie Silver, Katherine M. Zinsser
ABSTRACT Research Findings: The present study examines the associations between various elements of a teacher’s social-emotional well-being and context and her requests for the permanent removal of a child from her classroom. Specifically, the current study explores teachers’ perceptions of their emotional intelligence, levels of depression, classroom-level externalizing behaviors, and center climate
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Moral Reasoning and Moral Behavior: Intersections of Reasoning with Aggressive Forms and Functions in Early Childhood Early Education and Development (IF 1.504) Pub Date : 2020-07-09 Erin Ruth Baker, Qingyang Liu
ABSTRACT Research Findings: Children’s capacities for complex socio-moral reasoning carries across domains; similarly, children’s aggressive behaviors changes as a function of context. However, with a few exceptions, little research has considered children’s socio-moral reasoning and aggressive subtypes in concert. The goals of the current study were to consider these phenomena together, and to explore
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An Analysis of the Nature of Young Students’ STEM Learning in 3D Technology-Enhanced Makerspaces Early Education and Development (IF 1.504) Pub Date : 2020-07-09 Anne Forbes, Garry Falloon, Michael Stevenson, Maria Hatzigianni, Matt Bower
ABSTRACT Research Findings: This study was undertaken to investigate learning processes and outcomes from using 3D design and printing technologies with children aged 5–8 years, in three schools in a metropolitan city in Australia. Data were collected from five sources (teacher interviews, surveys, journals; student interviews; and iPad screen recordings) and analyzed to identify themes responding
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Measuring Parental Literacy Beliefs in a Socio-Economically, Linguistically and Ethnically Diverse Sample Early Education and Development (IF 1.504) Pub Date : 2020-07-07 E. Krijnen, R. Van Steensel, M. Meeuwisse, S. Severiens
ABSTRACT Research Findings: The current study examined the use of a newly developed instrument for measuring parental literacy beliefs in a highly diverse urban Dutch sample of 35 parents, participating in a family literacy program. The instrument was used to explore a new conceptualization of parental literacy beliefs and associations between beliefs and parental demographic characteristics. Data
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Investigating U.S. Preschool Teachers’ Math Teaching Knowledge in Counting and Numbers Early Education and Development (IF 1.504) Pub Date : 2020-07-03 Xia Li
ABSTRACT Research Findings: The aim of this study was to investigate U.S. preschool teachers’ math teaching knowledge in a specific content domain: counting and numbers. One hundred in-service and pre-service teachers participated in the study; they completed a questionnaire that is composed of learning scenarios and scenario-based math teaching questions. A mixed qualitative and quantitative method
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Teachers’ Perceptions of Their Classroom Experiences in Kindergartens Serving Low SES Families: Associations with Global Classroom Quality Early Education and Development (IF 1.504) Pub Date : 2020-07-02 Smadar Dolev, Efrat Sher-Censor, Leah Tal
ABSTRACT Research Findings: This study focused on kindergartens serving low SES families and examined the associations between teachers’ perceptions of their teaching experiences in their classroom and observed global classroom quality. Forty teachers and their classrooms participated. Teachers’ perceptions of their teaching experiences in the classroom were assessed via the valence and multidimensionality
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¿Read Conmigo?: The Effect of Code-switching Storybooks on Dual-Language Learners’ Retention of New Vocabulary Early Education and Development (IF 1.504) Pub Date : 2020-07-02 Kirsten Read, Paloma D. Contreras, Bianca Rodriguez, Jessica Jara
ABSTRACT Research Findings: Storybooks provide opportunities for children to encounter new words in context and build vocabulary. Storybooks intended for dual-language learners (DLLs) can come in two types – immersive monolingual second language (L2) books, or an emerging style of “code–switching” books written predominantly in a child’s dominant language (L1), but highlighting target vocabulary in
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