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1.
This study examined the joint effects of home environment and center-based child care quality on children's language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children's language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children's language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children's language and early literacy outcomes: positive associations among home environment quality and children's developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms. 相似文献
2.
Gary E. Bingham 《Early education and development》2013,24(1):23-49
This study examined the relation among mothers' literacy-related beliefs, the home literacy environment, the quality of mother–child book-reading interactions, and children's development of early literacy skills. The participants of this study were 60 mothers and their 4-year-old children. After controlling for mothers' educational attainment, mothers' literacy beliefs were positively related to the quality of home literacy environments and the instructional and affective quality of joint book-reading interactions. The quality of children's home literacy environments and mother–child joint book-reading interactions was related to children's development of early literacy skills. Findings are discussed in relation to the importance of understanding the connection between parents' literacy beliefs and behaviors in designing effective literacy interventions and creating school and family literacy connections. 相似文献
3.
Ashley Lewis Presser Margaret Clements Herbert Ginsburg Barbrina Ertle 《Early education and development》2015,26(3):399-426
Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either the BMLK mathematics curriculum or the centers’ business-as-usual curriculum, over a 2-year period when children were in prekindergarten and kindergarten. Participants in the study were 762 children and their teachers at 16 publicly subsidized child care centers. The study assessed children's mathematics knowledge using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Direct Mathematics Assessment, a measure of young children's mathematics knowledge that is not aligned with the curriculum. The ECLS-B scores of children in the BMLK group increased significantly more than did those of children in the comparison group. The study also included exploratory analyses to examine whether children in the BMLK group demonstrated evidence of improved mathematical language. Practice or Policy: These results indicate that the BMLK curriculum, which is designed to help teachers use play-based, developmentally appropriate mathematics instruction, has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum. 相似文献
4.
Annemarie H. Hindman Lori E. Skibbe Alison Miller Marc Zimmerman 《Early childhood research quarterly》2010
The current study investigated the extent to which child, family, and classroom factors during Head Start are related to children's literacy and mathematics skills at the beginning of preschool and through first grade. Children and families (n = 945) were participating in the Family and Child Experiences Survey (FACES), a large-scale data collection effort that assessed children's developing skills as well as their family and classroom environments. Longitudinal growth models revealed that Head Start children began their academic careers well below their more advantaged peers in literacy and mathematics, although by the end of first grade, their scores were nearly on par with national averages. Demographic characteristics of children, as well as their early language and social skills, were the strongest predictors of children's initial status and growth in both early academic domains. Results highlight key foundations and specific promotive factors of early school success for the nation's most disadvantaged children. 相似文献
5.
《Early education and development》2013,24(3):205-216
Dual-earner mothers and fathers whose children were enrolled in day care for at least two years were asked to rate the care environment, assess its effects on children's development and parent–child relations, and to provide assessments of marital stress, job satisfaction, and emotional support. Mothers and fathers did not differ significantly on any of the measures. A path model failed to provide support for the contention that personal well- being mediates influences from the broader social context on the parent–child relationship of day care children; however, it did show that the parent–child relationship may buffer certain influences from the broader social context on children's developmental status. The data are discussed with respect to the need to examine day care issues from an interrelated systems perspective. 相似文献
6.
Research has found disparities in young children's development across income groups. A positive association between high-quality early care and education and the school readiness of children in low-income families has also been demonstrated. This study uses linked administrative data from Maryland to examine the variations in school readiness associated with different types of subsidized child care, and with dual enrollment in subsidized child care and state pre-kindergarten or Head Start. Using multivariate methods, we analyze linked subsidy administrative data and portfolio-based kindergarten school readiness assessment data to estimate the probability of children's school readiness in three domains: personal and social development, language and literacy, and mathematical thinking. Compared to children in subsidized family child care or informal care, those in subsidized center care are more likely to be rated as fully ready to learn on the two pre-academic domains. Regardless of type of subsidized care used, enrollment in pre-kindergarten, but not Head Start, during the year prior to kindergarten is strongly associated with being academically ready for kindergarten. No statistically significant associations are found between type of subsidized care, pre-kindergarten enrollment, or Head Start and assessments of children's personal/social development. 相似文献
7.
In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is closely associated with children's cognitive outcomes: literacy activities at home are likely to predict children's literacy abilities and numeracy activities at home are likely to predict children's numeracy abilities. However, studies focusing on building the capacity of primary caregivers to increase informal learning opportunities, such as enhancing children's literacy and numeracy learning in the HLE, have rarely been the focus of research. This study uses a sample of 113 four-year-old children to explore the association of specific aspects of the HLE with different child outcomes while controlling for child and family characteristics. In addition, a non-intensive, yet purposeful and systematic intervention to draw parents’ attention to the principles of dialogic reading and the principles of counting was introduced. Study findings suggest that parents responded positively to this approach, and that literacy and numeracy aspects of the HLE were specific predictors for children's numeracy and literacy competencies. 相似文献
8.
Claire E. Baker 《Early education and development》2014,25(3):338-355
Research Findings: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers’ English proficiency, their home literacy involvement, and their children's school readiness (i.e., preschool reading and math scores). A large, nationally representative sample of preschool-age Mexican American children (N = 826) was used to test a theoretically derived path analysis that demonstrated that mother-reported home literacy involvement mediated the relation between mother-reported English proficiency and children's reading achievement, but not math. Results were evident even after key family and child characteristics were controlled. Practice or Policy: Findings suggest that Mexican American children's early education and development may be enriched by family literacy programs that enhance their mothers’ English proficiency and increase the frequency of home literacy activities. 相似文献
9.
《Early childhood research quarterly》1988,3(4):379-402
In this study, 140 Swedish preschoolers and their parents were first contacted, observed, and interviewed when the children averaged 16 months of age. Subsequently, 53 children entered day-care centers, and 33 were enrolled in family day-care facilities. Further assessments of the children, their families, and their care facilities took place 3, 12, and 24 months after the initial assessment. As predicted, type of child care had no apparent impact on the children's sociability or personality maturity, as measured 24 months after the study began. However, the quality of care received both at home and in the out-of-home care facilities, reported family social support, and child gender helped predict personality maturity (as reported by the mothers using the Block CCQ) and observed social skills with familiar peers and unfamiliar adults. 相似文献
10.
《Early education and development》2013,24(4):357-375
This study was conducted with a sample of 93 Head Start children and their mothers. It examined the contribution of family variables (i.e., parenting style, home literacy activities, maternal school involvement, and maternal expectations) to children's preacademic competence as defined by four criteria: (a) performance on a standardized achievement battery; (b) teachers' ratings of children's cognitive competence; (c) children's self-ratings of competence; and (d) maternal reports of children's early school adjustment. In exploring these relationships the study controlled for the influence of variables (i.e., child and maternal cognitive variables, child sex, as well as risk due to daily stress) that have been suggested to influence directly, or indirectly, maternal involvement and child competence. Hierarchical regression analyses indicated that educational expectations, home literacy variables, and school involvement were predictive of children's competence even after accounting for the effects of maternal education, child IQ, and daily stress. Specifically, maternal educational expectations were predictive of preacademic achievement and teacher-rated competence. Maternal engagement in educational activities at home was predictive of children's self-efficacy beliefs and school adjustment. Maternal school involvement was also predictive of school adjustment. 相似文献
11.
Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed. 相似文献
12.
《Early education and development》2013,24(3):279-289
Millions of children are cared for in child care centers or family day care homes. The care environment can be a significant source of foodborne pathogens if proper food safety practices are not followed by caregivers. To decrease children's risk of foodborne illness, caregivers must know and apply safe food handling practices. To identify what care providers need to know about safe food handling, and how they want to learn, needs assessment research was conducted with a random sample of child care centers and family day care homes in Michigan (n=335). Research Findings. Results indicate that persons who care for young children in licensed centers or homes wanted to know more about the relationship between food and illness. Specifically, they wanted information about what causes food to become unsafe and how to prevent foodborne illness in the child care environment. Providers in both centers and homes preferred print materials (booklets, fact sheets, and newsletters) to videotapes, audiotapes, workshops, teleconferences, or an informational hotline. Implications for Practice. Developing and providing food safety booklets, newsletters, and/or fact sheets which include application-oriented and understand- able food safety information consistent with licensing regulations could reduce the risk of contracting foodborne illness of young children cared for in child care centers or day care homes. 相似文献
13.
Research Findings: We examined associations among Anglo acculturation, Latino enculturation, maternal beliefs, mother–child emotion talk, and emotion understanding in 40 Latino preschool-age children and their mothers. Mothers self-reported Anglo acculturation, Latino enculturation, and beliefs about the value/danger of children's emotions and parent/child roles in emotion socialization. Mother–child emotion talk was observed during a Lego storytelling task. Children's emotion understanding was measured using 2 age-appropriate tasks. Correlations showed that mothers' Latino enculturation was associated with mothers' stronger belief in guiding children's emotions and children's lower emotion understanding. Anglo acculturation was associated with mothers' lower belief that emotions can be dangerous and children's better emotion understanding. Mothers with a stronger belief in guiding children's emotions more frequently labeled emotions. Mothers with a stronger belief that emotions can be dangerous less frequently explained emotions. Regressions controlling for child age and maternal education demonstrated that mothers with a stronger belief that children can learn about emotions on their own and mothers with greater Latino enculturation had children with lower emotion understanding, whereas mothers with greater Anglo acculturation had children with better emotion understanding. Practice or Policy: Results suggest that understanding both family acculturation and family enculturation will be helpful for early childhood researchers and educators seeking to assess and promote children's socioemotional development. 相似文献
14.
《Early childhood research quarterly》1998,13(3):485-499
Forty mothers of preschoolers with autism were interviewed about their children's child care programs and about factors that influenced program selection. Mothers also rated the importance of program features, their knowledge of the care settings, and their frequency of involvement in their children's settings. These mothers of children with autism had many of the same concerns as mothers of typically-developing children: they valued safety; warm, loving, and competent caregivers; and cleanliness. However, these mothers were also concerned about program features that might be especially important for their special-needs children, such as a focus on adaptive skills, the availability of special services, and an individualized program. In spite of relatively low levels of search behavior (e.g., visiting settings before making a decision) and uncertainty about some characteristics of their children's programs, mothers reported high involvement in activities such as field trips, parent-teacher conferences, and observing in the classroom. We highlight the need for additional research in this area. 相似文献
15.
《Early childhood research quarterly》1994,9(1):87-110
The study examined the interrelationships of multiple levels of the family day care system (family, child care, and children) in order to portray the ecology of family day care in a small midwestern city and surrounding rural areas. Fifty-seven children, their mothers, and caregivers (n = 30) participated. Caregiver characteristics, conditions of caregiving, and quality of care in the family day care homes were assessed. Family background information (SES, education, stress, social support, and childrearing preferences) was obtained. Children's cognitive, language, and social development were assessed using static and process measures of each domain. Results revealed that families did not choose caregivers who resembled themselves with respect to SES, childrearing preferences, and stress, nor did they select child care whose quality varied systematically with their characteristics. Family and child care characteristics appeared to have additive effects on children's development. 相似文献
16.
17.
Susana Mendive María Rosa Lissi Roger Bakeman Adriana Reyes 《Early education and development》2017,28(2):167-181
Research Findings: To extend findings that are mainly based on North American studies with English speakers, we studied 989 Chilean mothers from households of low socioeconomic status and their prekindergarten children, posing 2 questions: (a) Do mothers’ self-reported practices about literacy development predict early literacy outcomes over and above child characteristics and maternal education? (b) Do these maternal practices mediate the relation between maternal education and these child outcomes? Confirming previous studies, exposure to texts and non-present talk predicted vocabulary, and teaching practices predicted child code-related skills. Contrary to previous studies, exposure to texts also predicted child code-related skills. We also found that maternal practices partially mediated the relation between maternal education and early literacy skills. Practice or Policy: Findings suggest the need to target children before prekindergarten with interventions that increase the studied maternal practices and to do so in family, day care, and health care settings with special emphasis on families with incomplete elementary education. The broad effect of exposure to texts on early literacy outcomes and the low social value on reading in Chilean culture suggest that teacher preparation programs need to include ways to engage children in literature as a frequent experience. 相似文献
18.
Elizabeth Ann Cottone 《Early education and development》2013,24(3):351-372
Research Findings: The purpose of this paper is to explore the association between maternal reading beliefs and children's emergent literacy outcomes in light of maternal education. Furthermore, I consider whether maternal reading beliefs may mediate the association between maternal education level and children's print knowledge and phonological awareness while classroom quality, maternal literacy practices, gender, and ethnicity are controlled. Data were collected from a socioeconomically diverse population of 92 mothers and their preschool children from 2 demographically different counties in a Mid-Atlantic state. Correlations among all measures were moderate and positive, with higher levels of maternal education associated with higher scores on a maternal beliefs measure and higher child scores on a print knowledge and phonological awareness measure. Maternal reading beliefs mediated the effects of maternal education level on children's print knowledge and phonological awareness. This pathway remained in the presence of the 4 covariates for print knowledge only. Practice or Policy: These findings have important implications for practitioners as they work to involve parents in students’ literacy development by creating parent training programs that not only integrate but also highlight and even shape maternal reading beliefs. 相似文献
19.
Dorit Aram 《Early education and development》2013,24(1):71-92
This study investigated whether mothers are responsive to their children's literacy level, thus employing different writing mediation styles with each twin according to the child's level, or whether they possess a consistent style employed with both twins. The sample included 28 sets of twin kindergartners (56 children, M age = 68.89 months) and their mothers. Children's literacy underwent individual assessment in their kindergartens. During home visits, mother–child writing interactions with each twin were videotaped. Interactions underwent analysis for task-specific measures (grapho-phonemic mediation, printing mediation, demand for precision, reference to orthography) and for general measures (atmosphere, mutuality, reinforcements, task perception). Findings demonstrated that along with sensitivity to the child's level (mediating on a higher level to the higher achieving twin), mothers of twins possessed a consistent mediation style. Sensitivity to the differences in literacy between the twins was salient in the task-specific mediation measures, whereas the presence of a style appeared in all the mediation measures. The results of this study support the stance that mothers' mediation style deserves to be acknowledged as an influencing factor in children's literacy development. 相似文献
20.
Yvonne Anders Pam Sammons Brenda Taggart Kathy Sylva Edward Melhuish Iram Siraj‐Blatchford 《British Educational Research Journal》2011,37(3):421-441
The early identification of young children's special educational needs (SEN), as well as the development of specific strategies to support those children identified with special needs, are increasingly recognised as crucial to facilitating good adjustment to school and to ensuring that such children are helped to reach their full potential in education. Using a large national sample of young children in England whose developmental progress was followed up from pre‐school, this study investigates which child, family, home and pre‐school factors can be viewed as risk or protective factors for later SEN‐status at age 10. The experience of high‐quality pre‐school education is shown to reduce the likelihood of a child being identified as experiencing SEN in the long run. Teachers’ assessments of SEN are found to be strongly related to children's reading and mathematics attainment, but other factors also predict SEN, including a child's age within a year group. 相似文献