Supporting preschool children with developmental concerns: Effects of the Getting Ready intervention on school-based social competencies and relationships
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Susan M. Sheridan, Lisa L. Knoche, Courtney E. Boise, Amanda L. Moen, Houston Lester, Carolyn Pope Edwards, Rachel Schumacher, Katherine ChengAbstractThe current study reports the results of a randomized controlled trial examining the impact of the Getting Ready parent engagement intervention on young children’s social–emotional competencies and the quality of the student–teacher and parent–teacher relationships. Participants were 267 preschool-aged children and their parents, as well as 97 preschool teachers. All chil...
Source: Early Childhood Research Quarterly - May 24, 2019 Category: Child Development Source Type: research
Does exuberance moderate the relation between effortful control at 54 months and first grade achievement? Interaction of a regulatory and a reactive temperament dimension
This study explored whether exuberance, a reactive temperament dimension, may moderate or compensate for low effortful control when predicting children’s reading and math achievement in first grade. Data from the NICHD Study of Early Child Care and Youth Development (n = 861) were used to test this hypothesis. The hypothesis was supported that for children with average or low exuberance, children’s effortful control positively predicted their reading achievement scores in first grade; whereas for children with high exuberance, children’s effortful control did not predict their reading achievement scores. Instead,...
Source: Early Childhood Research Quarterly - May 22, 2019 Category: Child Development Source Type: research
The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis
Publication date: Available online 18 May 2019Source: Early Childhood Research QuarterlyAuthor(s): Jodi K. Heidlage, Jennifer E. Cunningham, Ann P. Kaiser, Carol M. Trivette, Erin E. Barton, Jennifer R. Frey, Megan Y. RobertsAbstractIntervening early is important to minimize persistent difficulties in language and related domains in young children with or at-risk for language impairment (LI; Rescorla, 2009). Because language is first learned in caregiver–child interactions, parent-implemented interventions are potentially an important early intervention for children with or at-risk for LI. Previous meta-analyses have exa...
Source: Early Childhood Research Quarterly - May 18, 2019 Category: Child Development Source Type: research
Disparities in kindergarteners’ executive functions at kindergarten entry: Relations with parenting and child care
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Anne Conway, Jane Waldfogel, Yi WangAbstractA growing body of research has begun to examine disparities in children’s early executive functions (EF), but few studies have examined disparities in EF based on parent education and whether parental beliefs regarding education and types of parental investments in early learning help explain them. The purpose of this study was to examine disparities in EF based on parental education at kindergarten entry and test whether parental beliefs and investments help explain these gaps. Us...
Source: Early Childhood Research Quarterly - May 17, 2019 Category: Child Development Source Type: research
Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): J. Marc Goodrich, Jessica M. NamkungAbstractThe purposes of this study were to evaluate the within- and cross-language relations of components of the simple view of reading and to evaluate correlates of reading comprehension and word-problem solving skills in a sample of Spanish-speaking dual language learners (DLLs). Seventy-two Spanish-speaking DLLs in first and second grade completed measures of decoding, vocabulary knowledge, reading comprehension, and word-problem solving skills in Spanish and English. Results indicated t...
Source: Early Childhood Research Quarterly - May 16, 2019 Category: Child Development Source Type: research
Quality of infant child care and early infant development in Portuguese childcare centers
In this study, we examine associations between the quality of teacher-child interactions and infant outcomes during their first months in Portuguese childcare centers. Participants were 90 infants, their mothers and their teachers. A set of multiple regression models were conducted to determine whether classroom quality related to active engagement and non-engagement and to adaptive behavior six months later, controlling for important covariates, namely developmental age, child temperament, mothers’ education, and home quality. Results showed that, in higher quality classrooms, infants spent more time actively engaged, l...
Source: Early Childhood Research Quarterly - May 15, 2019 Category: Child Development Source Type: research
A systematic review of language intervention research with low-income families: A word gap prevention perspective
Publication date: Available online 11 May 2019Source: Early Childhood Research QuarterlyAuthor(s): Charles R. Greenwood, Alana G. Schnitz, Judith J. Carta, Anna Wallisch, Dwight W. IrvinAbstractThis systematic review sought to document the corpus of language intervention research with low-SES children and help the field move forward. Low-SES children (birth to 8) are at increased risk for infrequent language input from parents (30-Million Word Gap), delays in vocabulary/language, readiness for school, and later school problems. From a repository of 1494 articles published between 1980 and 2016, we identified 513 rigorous i...
Source: Early Childhood Research Quarterly - May 11, 2019 Category: Child Development Source Type: research
Effects of home-based early intervention on child outcomes: A randomized controlled trial of Parents as Teachers in Switzerland
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Simone Schaub, Erich Ramseier, Alex Neuhauser, Susan C.A. Burkhardt, Andrea LanfranchiAbstractThis randomized controlled trial examined the effectiveness of the Parents as Teachers (PAT) program in the German-speaking part of Switzerland. During the first three years after birth, 132 at-risk families with new-born children were supported by PAT with regular home visits and group connections. The 116 families in the control group had access to the normal community services, but were not supported by PAT. Baseline data and annua...
Source: Early Childhood Research Quarterly - May 7, 2019 Category: Child Development Source Type: research
Parental warmth and harsh discipline as mediators of the relations between family SES and Chinese preschooler’s inhibitory control
This study aimed to investigate the association between family socioeconomic status (SES) and child inhibitory control, and whether this association would be mediated by parental warmth or harsh discipline. Two hundred seventy-three Chinese preschool-age children and their mothers and fathers participated. Parental warmth and harsh discipline were assessed by father-report and by mother-report, respectively. Child inhibitory control was assessed by laboratory tasks and mother-report. Results of structural equation modeling suggested that higher family SES was associated with child better inhibitory control, and maternal bu...
Source: Early Childhood Research Quarterly - May 4, 2019 Category: Child Development Source Type: research
Enhancing young children’s language acquisition through parent–child book-sharing: A randomized trial in rural Kenya
The objective of this study was to test several variants of a potentially scalable, cost-effective intervention to increase cognitive stimulation by parents and improve emergent literacy skills in children. The intervention was a modified dialogic reading training program that used culturally and linguistically appropriate books adapted for a low-literacy population. We used a cluster randomized controlled trial with four intervention arms and one control arm in a sample of caregivers (n = 357) and their 24- to 83-month-old children (n = 510) in rural Kenya. The first treatment group received storybooks, while the ...
Source: Early Childhood Research Quarterly - May 1, 2019 Category: Child Development Source Type: research
Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Frederic Guay, Robert Stupnisky, Michel Boivin, Christa Japel, Ginette DionneAbstractThe purpose of this study was to examine how teachers’ relatedness with students is linked to academic achievement in reading for elementary students transitioning from kindergarten (five years old) to first grade (six years old). Intrinsic motivation and self-concept in reading were examined as potential mediators of this relation. While data were collected from 820 kindergarten students (441 boys, 379 girls), their teachers also answered q...
Source: Early Childhood Research Quarterly - May 1, 2019 Category: Child Development Source Type: research
Helping parents enhance vocabulary development in preschool children: Effects of a family literacy program
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Rosa Catharina Teepe, Inge Molenaar, Ron Oostdam, Ruben Fukkink, Ludo VerhoevenAbstractFamily literacy programs seek to improve a wide range of developmental aspects, of which an important one is how parents develop their children’s vocabulary. The effects of these programs are limited, partly because they appear to give insufficient guidance and support to parents in changing how they interact with their children. To increase the impact of family literacy programs, two ways to support parents in changing their interaction b...
Source: Early Childhood Research Quarterly - May 1, 2019 Category: Child Development Source Type: research
Evaluating the viability of a structured observational approach to assessing early self-regulation
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Steven James Howard, Cathrine Neilsen-Hewett, Marc de Rosnay, Elena Vasseleu, Edward MelhuishAbstractThere is now clear evidence that young children’s abilities to self-regulate set in motion developmental trajectories that are longitudinally influential, that self-regulation is malleable in childhood with flow-on implications into adulthood, and that efforts to improve self-regulation are enhanced when tailored and adaptive to children’s developmental progress. Yet there are significant concerns regarding current approach...
Source: Early Childhood Research Quarterly - April 25, 2019 Category: Child Development Source Type: research
Parents’ and young children’s attention to mathematical features varies across play materials
Publication date: Available online 23 April 2019Source: Early Childhood Research QuarterlyAuthor(s): Jenny Yun-Chen Chan, Taylor L. Praus-Singh, Michèle M.M. MazzoccoAbstractChildren’s attention to numerosity is reported to uniquely predict their later mathematical skills (e.g., Hannula-Sormunen, 2015), but there is some debate concerning the extent to which this attention to number is spontaneous or contextually driven, and it is not known how attention to numerosity varies with respect to other mathematical features, such as shape. In the present study, we used a within-subjects observational design to examine attenti...
Source: Early Childhood Research Quarterly - April 24, 2019 Category: Child Development Source Type: research
Spontaneous focusing on Arabic number symbols and its association with early mathematical competencies
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Sanne Rathé, Joke Torbeyns, Bert De Smedt, Lieven VerschaffelAbstractMany studies have investigated the association between children’s spontaneous attention to number and their early mathematical abilities. This work has presented number in a non-symbolic format by exclusively using numerosities as their stimuli. Therefore, little is known about children’s spontaneous attention for Arabic number symbols. We aimed to address this gap by exploring, for the first time, whether we can observe individual differences in young c...
Source: Early Childhood Research Quarterly - April 20, 2019 Category: Child Development Source Type: research
