Editorial Board
Publication date: 2nd Quarter 2019Source: Early Childhood Research Quarterly, Volume 47Author(s): (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - March 5, 2019 Category: Child Development Source Type: research
Emergent growth patterns of early education self-control problems among children from underresourced American families
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Paul A. McDermott, Marley W. Watkins, Michael J. Rovine, Samuel H. Rikoon, Clare W. Irwin, Roland Reyes, Jessica L. ChaoAbstractThis research examined the latent developmental patterns for early classroom self-control problems among children from the nation’s most underresourced families. Based on standardized teacher observations from the Head Start Impact Study, a nationally representative sample of children (N = 3827) was assessed for manifestations of aggressive and attention seeking behavior over four years spanning...
Source: Early Childhood Research Quarterly - February 27, 2019 Category: Child Development Source Type: research
Examining the validity of a widely-used school readiness assessment: Implications for teachers and early childhood programs
This study explored the validity of a widely-used, performance-based assessment of children’s school readiness skills in the fall and spring of preschool. Using a sample of 1109 children (mean age in the fall = 4.54 years; SD = 3.69 months) in 90 classrooms, we compared children’s school readiness skills as assessed by teachers using Teaching Strategies GOLD (TS GOLD) to readiness skills as assessed by independent data collectors using standardized, direct assessments. Findings indicated evidence of convergent validity: TS GOLD scores were significantly associated with other assessments of similar skills. Evide...
Source: Early Childhood Research Quarterly - February 27, 2019 Category: Child Development Source Type: research
Where do we go from here? Examining pediatric and population-level interventions to improve child outcomes
Publication date: Available online 21 February 2019Source: Early Childhood Research QuarterlyAuthor(s): Ashley Darcy Mahoney, Scott R. McConnell, Anne L. Larson, Amy Becklenberg, Jennifer L. Stapel-WaxAbstractThis paper summarizes and comments on emerging, but important, developments in practice, policy, and research focused on population-level interventions to address disparities in language development among young American children. This examination draws parallels between the need for broad scale Word Gap interventions and existing public health approaches to prevention and early intervention across many dimensions of c...
Source: Early Childhood Research Quarterly - February 22, 2019 Category: Child Development Source Type: research
Kindergartener’s meaning making with multimodal app books: The relations amongst reader characteristics, app book characteristics, and comprehension outcomes
Publication date: 2nd Quarter 2019Source: Early Childhood Research Quarterly, Volume 47Author(s): Tanya Christ, X. Christine Wang, Ming Ming Chiu, Hyonsuk ChoAbstractApp books are increasingly being used in classrooms and at home. However, little is known how children effectively make meaning with these. Given that app books substantially differ from print or CD ROM books, research specifically on the meaning making process with app books is needed. Grounded in transactional reading and new literacies theories, this observational study examined the relations amongst reader characteristics, app book characteristics, and com...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
Development of the Home Executive Function Environment (HEFE) Scale: Assessing its relation to preschoolers' executive function
In this study, we developed the Home EF Environment (HEFE) scale and analyzed it using factor analysis with a sample of 120 preschool children and one of their parents in the Unites States. Mean age for children ranged from 38 to 69 months (M = 56.65, SD = 6.54), and 52% were male. Additionally, we analyzed the associations between the parent-reported HEFE scale and children’s EF skills. Factor analysis indicated that EF-specific activities form a distinguishable part of the home environment. Further, a set of hierarchical regression analyses indicated that the HEFE scale is related to a global measure of childre...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
Early growth in expressive communication and behavior problems: Differential relations by ethnicity
Publication date: 2nd Quarter 2019Source: Early Childhood Research Quarterly, Volume 47Author(s): Vanessa V. Volpe, Steven J. Holochwost, Veronica T. Cole, Cathi PropperAbstractThe current study examined the association between early growth in expressive communication from 18 months (1.5 years: M = 1.59 years, SD = 0.08 years) to 36 months (3 years: M = 3.01 years, SD = 0.05) and internalizing and externalizing problems at 84 months (8 years: M = 7.79 years, SD = 0.31) and the differences in this association by ethnicity. We hypothesized that lower rates of early expressive communication growth from...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
Measurement of early literacy skills among monolingual English-speaking and Spanish-speaking language-minority children: A differential item functioning analysis
Publication date: 2nd Quarter 2019Source: Early Childhood Research Quarterly, Volume 47Author(s): J. Marc Goodrich, Christopher J. Lonigan, Sarah V. AlfonsoAbstractA critical issue in psychological and educational testing is whether assessments provide reliable and valid estimates of ability for different populations of individuals. This issue may be particularly relevant for populations who are not native speakers of the language in which the assessment is written. Therefore, the purpose of this study was to evaluate the utility of a norm-referenced assessment of English early literacy skills for Spanish-speaking language...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
A descriptive profile of state Child Care and Development Fund policies in states with high populations of low-income Hispanic children
Publication date: 2nd Quarter 2019Source: Early Childhood Research Quarterly, Volume 47Author(s): Zoelene Hill, Lisa A. Gennetian, Julia MendezAbstractThe Child Care and Development Fund (CCDF) serves dual goals of promoting low-income parents' employment, education, and training, and supporting parents’ use of high quality child care and education. While changes in CCDF policies have aimed to improve the accessibility and functionality of CCDF subsidies for all eligible low-income families, utilization among Hispanic families, who represent the highest growing proportion of income poor families, remains low. Our study e...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook texts
Publication date: 2nd Quarter 2019Source: Early Childhood Research Quarterly, Volume 47Author(s): David K. Dickinson, Kimberly T. Nesbitt, Molly F. Collins, Elizabeth B. Hadley, Katherine Newman, Bretta L. Rivera, Hande Ilgez, Ageliki Nicolopoulou, Roberta Michnick Golinkoff, Kathy Hirsh-PasekAbstractThis paper reports results from two studies conducted to examine word learning among preschool children in group book reading while we developed a scalable method of teaching words during book reading. We sought to identify factors that fostered both depth and breadth of learning by varying the type of information children hea...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
The negotiation of head start teachers’ beliefs in a transborder community
Publication date: 2nd Quarter 2019Source: Early Childhood Research Quarterly, Volume 47Author(s): Sarah Garrity, Alyson Shapiro, Sascha Longstreth, Jillian BaileyAbstractUsing a cultural communities approach as our guide, the purpose of this exploratory study was to examine the beliefs of early childhood educators in a transborder community located along the U.S./Mexico border and known for its large Latino population. Participants were 77 Head Start associate teachers, teachers, site supervisors, and other education staff. The majority were Latina (83%) and bilingual in both Spanish and English (70%). The Teacher Beliefs ...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
Use of the home language in preschool classrooms and first- and second-language development among dual-language learners
Publication date: 2nd Quarter 2019Source: Early Childhood Research Quarterly, Volume 47Author(s): Helen H. Raikes, Lisa White, Sheridan Green, Margaret Burchinal, Kirsten Kainz, Diane Horm, Gary Bingham, Alan Cobo-Lewis, Lisa St. Clair, Daryl Greenfield, Jan EsteraichAbstractThe number of dual-language learners (DLLs) from low-income backgrounds who attend early education programs in the U.S. is rapidly increasing, leading to a need for research that examines the effects of classroom practices, including whether teachers speak English or the home language, on DLL children’s school readiness. This issue was examined in Ed...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
Early academic gaps and Title I programming in high poverty, high minority schools
Publication date: 2nd Quarter 2019Source: Early Childhood Research Quarterly, Volume 47Author(s): Kirsten KainzAbstractSince 1965 the purpose of Title I of the federal Elementary and Secondary Education Act has been to improve the educational outcomes of economically disadvantaged students and reduce achievement gaps. This paper presents analysis of data from a nationally representative sample of African American and Latinx kindergartners who attended public schools operating school-wide Title I programs in the 2010–11 school year. The purpose of analysis was to examine the associations between Title I programming and ac...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
Early childhood education and child development in four countries in East Asia and the Pacific
This study examined associations between participation, intensity (hours per week), duration (months attended), and total dosage (total hours attended) in early childhood education (ECE) and children’s cognitive, language, and socio-emotional development in Cambodia, China, Mongolia, and Vanuatu using data from the validation sample of the East Asia-Pacific Early Child Development Scales (EAP-ECDS). The total sample analyzed included 4712 ethnic majority children (2336 girls), ranging in age from 36 to 71 months. Controlling for age, gender, parental education and occupation, household wealth, and urbanicity: (i) childre...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
The Conversation Compass© Communication Screener-Revised
This study examined the factor structure of an adapted version of the CCCS, the Conversation Compass© Communication Screener-Revised (CCCS-R). Factor analytic results indicated a four-factor structure that fits the data well. The study also investigated the CCCS-R’s convergent validity with the Clinical Evaluation of Language Fundamentals—Preschool (CELF-P) Descriptive Pragmatics Profiles subtest and predictive validity with the CELF-P Pre-Literacy Scale subtest. Results indicated the CCCS-R showed both convergent and predictive validity with those subscales. The CCCS-R aims to provide teachers, researchers, and clini...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
