Child care arrangements and gender: A national portrait of preschool-aged children
Publication date: 4th Quarter 2020Source: Early Childhood Research Quarterly, Volume 53Author(s): Rachel A. Gordon, Kathleen Sheridan, Julia Bates, Samantha de Souza, Anne Pradzinski (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - March 20, 2020 Category: Child Development Source Type: research
Exploring the mechanism through which peer effects operate in preschool classrooms to influence language growth
Publication date: 4th Quarter 2020Source: Early Childhood Research Quarterly, Volume 53Author(s): Jing Chen, Laura M. Justice, Sherine R. Tambyraja, Brook Sawyer (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - March 20, 2020 Category: Child Development Source Type: research
Early education policy in China: Reducing regional and socioeconomic disparities in preschool attendance
Publication date: 4th Quarter 2020Source: Early Childhood Research Quarterly, Volume 53Author(s): Yufen Su, Carrie Lau, Nirmala Rao (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - March 20, 2020 Category: Child Development Source Type: research
Evidence regarding the domains of the CLASS PreK in Head Start classrooms
Publication date: 4th Quarter 2020Source: Early Childhood Research Quarterly, Volume 53Author(s): Rachel A. Gordon, Fang Peng (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - March 20, 2020 Category: Child Development Source Type: research
Representations of natural environments, recurring characters and ways of living with the land in children’s retellings of First Nations oral narratives
Publication date: 4th Quarter 2020Source: Early Childhood Research Quarterly, Volume 53Author(s): James W. Allen, Christopher E. Lalonde (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - March 20, 2020 Category: Child Development Source Type: research
Editorial Board
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - March 14, 2020 Category: Child Development Source Type: research
Fostering the learning of subtraction concepts and the subtraction-as-addition reasoning strategy
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Veena Paliwal, Arthur J. Baroody (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - February 29, 2020 Category: Child Development Source Type: research
Differential impacts of the Incredible Years-Teacher Classroom Management program based on young children’s risk profiles
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Sarah C. Neal, Kate E. Norwalk, Mary E. Haskett (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - February 27, 2020 Category: Child Development Source Type: research
The early academic resilience of children from low-income, immigrant families
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Jessica J. De Feyter, Mayra D. Parada, Suzanne C. Hartman, Timothy W. Curby, Adam WinslerAbstractData from the Miami School Readiness Project were analyzed to examine the early academic achievement of 1638 low-income Black and Latinx children from immigrant and non-immigrant families. Ecologically valid school outcomes from Kindergarten to 4th grade included classroom grades, grade retention, attendance, and standardized math and reading scores. Multivariate and logistic regression analyses conducted in Mplus examined differen...
Source: Early Childhood Research Quarterly - February 20, 2020 Category: Child Development Source Type: research
Maternal sensitivity and language in infancy each promotes child core language skill in preschool
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Marc H. Bornstein, Diane L. Putnick, Yvonne Bohr, Marette Abdelmaseh, Carol Yookyung Lee, Gianluca EspositoAbstractSupporting language skills in the early years is important because children who begin school with stronger language skills continue to perform well later in their language as well as academic and socioemotional growth. This three-wave longitudinal study of 50 mother-infant dyads reveals that maternal sensitivity and maternal language at 5 months each uniquely predicts child language at 49 months, controlling for a...
Source: Early Childhood Research Quarterly - February 20, 2020 Category: Child Development Source Type: research
Inside the classroom door: Understanding early care and education workforce and classroom characteristics experienced by children in subsidized center-based care
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Anna D. Johnson, Anne Martin, Owen N. SchochetAbstractThe federal child care subsidy program is the nation’s largest public early care and education (ECE) program for low-income children, yet little research has documented the workforce and classroom characteristics that affect children’s experiences in subsidized classrooms. Moreover, no existing study has compared the workforce and classroom characteristics in subsidized classrooms to those in classrooms across the range of alternative center-based settings available to ...
Source: Early Childhood Research Quarterly - February 19, 2020 Category: Child Development Source Type: research
Early care and education among Latino families: Access, utilization, and outcomes
Publication date: Available online 13 February 2020Source: Early Childhood Research QuarterlyAuthor(s): Michael López, Todd Grindal (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - February 14, 2020 Category: Child Development Source Type: research
Efficacy of focused social and communication intervention practices for young children with autism spectrum disorder: A meta-analysis
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Álvaro Bejarano-Martín, Ricardo Canal-Bedia, María Magán-Maganto, Clara Fernández-Álvarez, Sigrídur Lóa-Jónsdóttir, Evald Saemundsen, Astrid Vicente, Catia Café, Célia Rasga, Patricia García-Primo, Manuel PosadaAbstractFocused intervention practices (FIPs) are widely used to improve social communication skills, as they are specifically aimed at enhancing skills identified as being problematic in children with autism spectrum disorder ASD, such as imitation, eye contact, gestures, joint attention and play. This met...
Source: Early Childhood Research Quarterly - February 5, 2020 Category: Child Development Source Type: research
Text messaging as an enhancement to home visiting: Building parents’ capacity to improve child language-learning environments
Publication date: 2nd Quarter 2020Source: Early Childhood Research Quarterly, Volume 51Author(s): Kathryn M. Bigelow, Dale Walker, Fan Jia, Dwight Irvin, Amy TurcotteAbstractThe amount and quality of language-related interactions young children experience is related to their later development. The field has developed strategies to address this need, but in practice, parents rarely use them consistently or with high levels of fidelity. Given the need to modify such interventions so that they are used consistently and with fidelity, the purpose of this study was to evaluate whether text messaging used as an enhancement to th...
Source: Early Childhood Research Quarterly - January 26, 2020 Category: Child Development Source Type: research
The early writing skills of children identified as at-risk for literacy difficulties
In this study, we comprehensively assessed the early writing skills of 3- to 5.5-year old children (n = 128) to characterize the writing of young children identified as at-risk for later literacy difficulties and to compare the early writing skills of these children to their non-at risk peers. Results indicated that children who are considered at-risk for later literacy difficulties lag behind their peers in a range of early writing skills, including name writing, letter writing, invented spelling, and story composition in preschool. Findings also suggest that early literacy screeners may identify children experiencing...
Source: Early Childhood Research Quarterly - January 23, 2020 Category: Child Development Source Type: research
