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Anti-phasic oscillatory development for speech and noise processing in cochlear implanted toddlers Child Dev. (IF 5.661) Pub Date : 2024-05-14 Meiyun Wu, Yuyang Wang, Xue Zhao, Tianyu Xin, Kun Wu, Haotian Liu, Shinan Wu, Min Liu, Xiaoke Chai, Jinhong Li, Chaogang Wei, Chaozhe Zhu, Yuhe Liu, Yu-Xuan Zhang
Human brain demonstrates amazing readiness for speech and language learning at birth, but the auditory development preceding such readiness remains unknown. Cochlear implanted (CI) children (n = 67; mean age 2.77 year ± 1.31 SD; 28 females) with prelingual deafness provide a unique opportunity to study this stage. Using functional near-infrared spectroscopy, it was revealed that the brain of CI children
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The Working Conditions and Well-being of Early Childhood Leaders in the United States Early Child. Educ. J. (IF 1.656) Pub Date : 2024-05-14 Timothy G. Ford, Kyong-Ah Kwon, Alyson Leah Lavigne, Tom McHugh
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Learning Together Through Shared Book Reading: Experiences of Burmese Refugee Mothers and Their Preschoolers Early Child. Educ. J. (IF 1.656) Pub Date : 2024-05-14 Rachel Boit, Savannah Bayer, Joy Birabwa, Linda Hestenes, Mauri Mckoy, Amanda Eastern
Shared book reading at home is a beneficial language and literacy learning experience for young children. While there has been extensive research on shared book reading in general, more is needed on understanding what this looks like for multilingual refugee families and their preschool children, particularly among Burmese families in the United States. Past research has focused on literacy development
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Who Has Authority over Their Knowledge? A Case Study of Academic Language Use in Science Education Early Child. Educ. J. (IF 1.656) Pub Date : 2024-05-10 Catherine Lammert, Brian Hand, Chloe E. Woods
An important goal in early childhood science education is students’ development of academic language. However, scholars disagree on whether academic language must be explicitly taught or whether it can be learned through immersive science experiences. In this case study of a co-taught second grade classroom, we use positioning theory and framings of authority of knowledge to examine teachers’ and students’
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Great Start Readiness Program and Children’s Academic Achievement: A Longitudinal Study Early Child. Educ. J. (IF 1.656) Pub Date : 2024-05-10 Huang Wu, Jianping Shen, Xin Li, Megan Russell Johnson, Huilan Y. Krenn
Michigan’s Great Start Readiness Program (GSRP) is a state-funded pre-K program that serves at risk four-year-old children across the state. Utilizing longitudinal data from 1,394 children in a mid-sized urban school district, we conducted regression analyses and piecewise linear growth models to examine the growth trajectory of GSRP children and non-GSRP children at each grade level from kindergarten
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Is screen exposure beneficial or detrimental to language development in infants and toddlers? A meta-analysis Early Child Development and Care (IF 1.206) Pub Date : 2024-05-07 Wanlin Xie, Jinjin Lu, Xunyi Lin
This meta-analysis aimed to investigate whether screen exposure is beneficial or detrimental for early language development. A total of 28 eligible studies were synthesized to examine the correlati...
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Literacy Coaches’ Sensemaking about Coaching Decisions The Elementary School Journal (IF 1.789) Pub Date : 2024-05-09 Margaret Troyer, Lowry Hemphill
The Elementary School Journal, Ahead of Print.
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Play, PE, Paint, and Performance The Elementary School Journal (IF 1.789) Pub Date : 2024-05-09 Vi-Nhuan Le, Diana Schaack, Michael Gottfried
The Elementary School Journal, Ahead of Print.
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Contributions of mothers' and fathers' shared book reading with infants at 9 months to language skills at 18 months in ethnically and socioeconomically diverse families Infant and Child Development (IF 1.776) Pub Date : 2024-05-08 Yu Chen, Natasha Cabrera, Charlotte Sudduth, Stephanie M. Reich
Using a sample of 286 mothers and fathers from ethnically and socioeconomically diverse backgrounds, we tested the associations between the frequency and quality of parents' shared book reading (SBR) with infants aged 9 months, and language skills of infants aged 18 months, and whether infants' attention during SBR at 9 months mediated these associations. Frequency of SBR was parent‐report and quality
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Assessing two methods of webcam-based eye-tracking for child language research J. Child Lang. (IF 2.701) Pub Date : 2024-05-07 Margaret Kandel, Jesse Snedeker
We assess the feasibility of conducting web-based eye-tracking experiments with children using two methods of webcam-based eye-tracking: automatic gaze estimation with the WebGazer.js algorithm and hand annotation of gaze direction from recorded webcam videos. Experiment 1 directly compares the two methods in a visual-world language task with five to six year-old children. Experiment 2 more precisely
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Development of derivational morphological knowledge in monolingual and bilingual children: Effects of modality and lexicality J. Child Lang. (IF 2.701) Pub Date : 2024-05-07 Tamar Michaly, Anat Prior
This study mapped the trajectory of developing derivational morphological knowledge in Hebrew monolingual and Russian–Hebrew bilingual children. We investigated 2nd and 4th graders, using a two-by-two structure along the dimensions of modality (comprehension, production) and type of word (real-word, pseudo-word). Performance in the morphological analogies comprehension tasks improved with grade, and
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Profiles of home language experiences of Spanish-English dual language learners in migrant and seasonal head start programs Early Child. Res. Q. (IF 3.815) Pub Date : 2024-05-06 Ye Shen, Ji-Young Choi
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Children's task persistence in first grade: The role of parent-child and teacher-child relationships Early Child. Res. Q. (IF 3.815) Pub Date : 2024-05-04 Justina Davolyte, Noona Kiuru, Saule Raiziene, Gintautas Silinskas
The present study investigated the extent to which the quality of both parent-child and teacher-child relationships uniquely and interactively relates to a child's task persistence in first grade. Furthermore, the study also examined the role of a child's task persistence in the quality of their relationships with their parents and teachers after controlling for the child's gender, temperament, academic
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How does caregiver–child conversation during a scientific storybook reading impact children's mindset beliefs and persistence? Child Dev. (IF 5.661) Pub Date : 2024-05-03 Amanda S. Haber, Sona C. Kumar, Kathryn A. Leech, Kathleen H. Corriveau
This study explores how caregiver–child scientific conversation during storybook reading focusing on the challenges or achievements of famous female scientists impacts preschoolers' mindset, beliefs about success, and persistence. Caregiver–child dyads (N = 202, 100 female, 35% non‐White, aged 4–5, ƒ = .15) were assigned to one of three storybook conditions, highlighting the female scientist's achievements
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A daily diary study of discrimination and distress in Mexican‐origin adolescents: Testing mediating mechanisms Child Dev. (IF 5.661) Pub Date : 2024-05-03 Irene J. K. Park, Lijuan Wang, Ruoxuan Li, Tiffany Yip, Kristin Valentino, Mario Cruz‐Gonzalez, Natalia Giraldo‐Santiago, Kyle Lorenzo, Jenny Zhen‐Duan, Kiara Alvarez, Margarita Alegría
The present 21‐day daily diary study (conducted 2021–2022) tested anger and racism‐related vigilance as potential transdiagnostic mediators linking exposure to racial and ethnic discrimination (RED) to distress (negative affect and stress, respectively). The data analytic sample included N = 317 Mexican‐origin adolescents (Mage = 13.5 years; 50.8% male, 46.7% female; 2.5% non‐binary) from the Midwestern
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Direct and interactive effects of attendance rates on growth in language, literacy and mathematics skills for children enrolled in voluntary preschool programs Early Child. Res. Q. (IF 3.815) Pub Date : 2024-05-03 Jhonelle Bailey, Mary Anne Ullery, Jenna Futterer, Casey Mullins, Christine Delgado, Stephanie Custode, Rinatte Gruen, Astrid Pena, Angelica Gonzalez, Rebecca J. Bulotsky-Shearer
Attendance plays an important role in student academic success; yet few studies examine associations between preschool attendance rates and academic skills for children enrolled in early childhood programs. To address this gap, this population-based study examined associations between preschool attendance rates and language, literacy and mathematics skill growth for a cohort of four-year-old children
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Close to home: Family-centered spatial analysis of access to early care and education Early Child. Res. Q. (IF 3.815) Pub Date : 2024-05-03 Barbara D. DeBaryshe, Seongah Im, Javzandulam Azuma, Ivette Stern, Minh Nguyen, Qi Chen
This study addresses the issue of equitable access to early care and education (ECE) taking the state of Hawaiʻi as an example. We used spatially-based measures of demand-adjusted slots, cost burden relative to family income, and quality that quantified the supply of ECE services within a five-mile drive, a ten-mile drive, and a 30-min public transit commute from a family's home. Multivariate spatial
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Perspectives on the impact of generative AI on early‐childhood development and education Infant and Child Development (IF 1.776) Pub Date : 2024-05-03 Karlis Kanders, Louis Stupple‐Harris, Laurie Smith, Jenny Louise Gibson
Generative artificial intelligence (GAI) is rapidly becoming ubiquitous in many contexts. There is limited scholarship, however, in the fields of Developmental Psychology and Early Childhood Education exploring the implications of generative AI for babies and young children. In this Perspectives piece, we discuss potential use cases, opportunities, and risks for the application of AI in early childhood
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Longitudinal associations between attachment representations coded in the adult attachment interview in late adolescence and perceptions of romantic relationship adjustment in adulthood Infant and Child Development (IF 1.776) Pub Date : 2024-05-03 Or Dagan, Marissa D. Nivison, Maria E. Bleil, Cathryn Booth‐LaForce, Theodore E. A. Waters, Glenn I. Roisman
Increasingly, researchers have operationalized Adult Attachment Interview (AAI)‐derived attachment representations as reflecting individual differences in secure base script knowledge (AAIsbs) – the degree to which individuals show awareness of the temporal‐causal schema that summarizes the basic features of seeking and receiving effective support from caregivers when in distress. In a series of pre‐registered
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Mother- child interaction and contextual factors related to COVID-19 pandemic in at-risk infants: cross-sectional study Early Child Development and Care (IF 1.206) Pub Date : 2024-05-02 Bruna Nayara Verdério, Camila Resende Gâmbaro Lima, Mariana Martins dos Santos, Nelci Adriana Cicuto Ferreira Rocha
This study compared mother, infant, and dyad interactions between infants with and without biological risk, considering contextual factors related to the COVID-19 pandemic. Forty-two infants with b...
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Early risk for child externalising symptoms: Examining genetic, prenatal, temperamental and parental influences Infant and Child Development (IF 1.776) Pub Date : 2024-05-01 Sohee Lee, Olivia C. Robertson, Kristine Marceau, Valerie S. Knopik, Misaki N. Natsuaki, Daniel S. Shaw, Leslie D. Leve, Jody M. Ganiban, Jenae M. Neiderhiser
This study utilised the Early Growth and Development Study (N = 561 adoptive children; 57.2% male, 55.3% White), a study of children adopted at birth, to examine heritable (birth parent psychopathology) and prenatal risk (prenatal maternal distress and smoking during pregnancy), infant negative affectivity, adoptive parent over‐reactivity and warmth as independent predictors of childhood externalising
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Neural correlates of lexical-tone and vowel-quality processing in 6- and 9-month-old German-learning infants and adults J. Child Lang. (IF 2.701) Pub Date : 2024-04-29 Antonia Götz, Claudia Männel, Gudrun Schwarzer, Anna Krasotkina, Barbara Höhle
We examined the neurophysiological underpinnings of lexical-tone and vowel-quality perception in learners of a non-tonal language. We tested 25 6- and 25 9-month-old German-learning infants, as well as 24 German adults and expected developmental differences for the two linguistic properties, as they are both carried by vowels, but have a different status in German. In adults, both lexical-tone and
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Adults' memories of parental acceptance–rejection in childhood and psychological (mal)adjustment predict forgiveness and vengeance Infant and Child Development (IF 1.776) Pub Date : 2024-04-29 Muhammad Mussaffa Butt, Ronald P. Rohner, Nour M. Zaki
This study investigated relations between emerging adults' memories of parental acceptance–rejection during childhood and the adults' dispositions towards forgiveness and vengeance, as mediated by psychological (mal)adjustment. South Asian (Pakistani) participants, including 242 (25.6%) men (Mage = 21.69, SD = 2.34) and 704 (74.4%) women (Mage = 21.14, SD = 2.09), responded to the short forms of the
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When Saint-Saëns’ Elephant Becomes a Child’s Raindrops: Korean Young Children’s Appreciation of Music through Drawings Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-29 Jung-Yoon Chang, Jinyoung Kim, Seung Yeon Lee
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“She's so pretty”: The development of valuing personal attractiveness among young children Child Dev. (IF 5.661) Pub Date : 2024-04-27 May Ling D. Halim, Lyric N. Russo, Kaelyn N. Echave, Sachiko Tawa, Dylan J. Sakamoto, Miguel A. Portillo
The current study sought to understand gender differences in how much children value personal attractiveness, whether age is associated with valuing personal attractiveness, and the role of gender identity development. Three‐ to five‐year‐olds (N = 170; 89 girls, 81 boys, 0 other genders; primarily Latiné, multiethnic, and non‐Hispanic White American) were recruited from child centers across the Los
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Maternal depression, parenting, and child psychological outcomes in the context of maternal pain Child Dev. (IF 5.661) Pub Date : 2024-04-26 Jacqueline R. O'Brien, Angela H. Lee, Amanda L. Stone, Nathan F. Dieckmann, Maureen Zalewski, Anna C. Wilson
Parental chronic pain is associated with adverse outcomes in children, but the mechanisms of transmission are largely untested. Mothers with chronic pain (N = 400, Mage = 40.3 years, 90.5% White) and their children (Mage = 10.33 years, 83.3% White, 50.2% female) were recruited in 2016–2018 to test longitudinal pathways of risk transmission from maternal chronic pain to children's psychological symptoms
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Contributions of shared book reading to children's learning of new semantic facts through memory integration Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-26 Hilary E. Miller-Goldwater, Bethany M. Williams, Melanie H. Hanft, Patricia J. Bauer
Young children rapidly learn facts about the world. One mechanism supporting knowledge acquisition is memory integration: derivation of new knowledge by combining separate, yet related facts accumulated over time. There are both developmental changes and individual differences in young children's learning through memory integration. However, there is little research on how everyday social interactions
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The Past, Present, and Future of Research on Mathematical Giftedness: A Bibliometric Analysis Gift. Child Q. (IF 2.409) Pub Date : 2024-04-26 Atilla Özdemir, Yasemin Sipahi, A. Kadir Bahar
There is a well-established historical background of research on mathematical giftedness that can be traced back to the early 1900s. An overarching purpose of this research was to review and explore the existing research and its evolution since its emergence in educational and psychological studies. Thus, we examined the past, present, and future of research on mathematical giftedness using a bibliometric
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Do mother's socialization goals in early childhood predict children's later self? Infant and Child Development (IF 1.776) Pub Date : 2024-04-25 Pirko Tõugu, Anni Tamm, Tiia Tulviste
In this study, maternal socialization goals in early childhood were linked to qualities of children's self in middle childhood, while also considering maternal education and child gender. Estonian mothers (N = 209; Mage = 33.6; 52.2% had university education) provided ratings of their socialization goals for children (52.2% girls; Mage = 6.2), children's self was gauged 4 years later. The more mothers
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Leveraging an intensive time series of young children's movement to capture impulsive and inattentive behaviors in a preschool setting Child Dev. (IF 5.661) Pub Date : 2024-04-24 Andrew E. Koepp, Elizabeth T. Gershoff
Studying within‐person variability in children's behavior is frequently hindered by challenges collecting repeated observations. This study used wearable accelerometers to collect an intensive time series (2.7 million observations) of young children's movement at school (N = 62, Mage = 4.5 years, 54% male, 74% Non‐Hispanic White) in 2021. Machine learning analyses indicated that children's typical
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Hearing Behavioral Messages: Avoiding Misinterpretation to Make Effective, Inclusive Decisions Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-23 Stacy N. McGuire, Victoria J. VanUitert
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Exploring how early childhood exclusionary practices persist for multiply marginalized children Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-22 Courtney E. O'Grady, Michaelene M. Ostrosky, Catherine Corr, Erica Roy
The purpose of this study was to critically examine 14 early educators’ descriptions of their classroom discipline policies and procedures. A DisCrit lens was utilized to investigate if and how multiply marginalized young children may still experience exclusion. Participants described the use of discipline policies and procedures that were exclusionary, such as suspensions and ‘soft’ expulsions. Teachers
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The link between hours of center-based childcare and child development in 3- to 6-year-olds: Evidence from Singapore Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-22 Yue Bi, Xiao Pan Ding, Wei-Jun Jean Yeung
This study examined how the number of hours of early childhood education (ECE) is associated with young children's behavior problems and early academic achievement in Singapore, a non-WEIRD (“Western, educated, industrialized, rich, democratic”) country with families using long ECE hours. We drew data from the Singapore Longitudinal Early Development Study. Participants were 3- to 6-year-old children
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“They sure aren’t from around here”: Children’s perception of accent distance in L1 and L2 varieties of English J. Child Lang. (IF 2.701) Pub Date : 2024-04-22 Malachi Henry, Tessa Bent, Rachael F. Holt
Children exhibit preferences for familiar accents early in life. However, they frequently have more difficulty distinguishing between first language (L1) accents than second language (L2) accents in categorization tasks. Few studies have addressed children’s perception of accent strength, or the relation between accent strength and objective measures of pronunciation distance. To address these gaps
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To what extent do children’s expressions of time actually refer to time? An investigation into the temporal and discursive usages of temporal adverbs in family interaction J. Child Lang. (IF 2.701) Pub Date : 2024-04-22 Maija Surakka, Minna Kirjavainen
Many studies have explored children’s acquisition of temporal adverbs. However, the extent to which children’s early temporal language has discursive instead of solely temporal meanings has been largely ignored. We report two corpus-based studies that investigated temporal adverbs in Finnish child-parent interaction between the children’s ages of 1;7 and 4;11. Study 1 shows that the two corpus children
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Broadening the Notion of Peer-To-Peer Interactions When Young Children Engage With Digital Technology Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-20 Andrea Nolan, Deborah Moore
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Pentagon or “Five-Angle Shape”? Exploring the Effects of Shape Names on Young Children’s Geometric Shape Knowledge Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-20 Patrick Pieng, Lisa M. Weckbacher, Yukari Okamoto
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The Impact of Oral Language and Transcription Skills on Early Writing Production in Kindergarteners: Productivity and Quality Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-20 Cristina Rodríguez, Juan E. Jiménez, Jennifer Balade
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“What we have done is baking together”: Asian Immigrant Parents’ Perspectives and Experiences Regarding Children’s Mental Health Related to Online Learning During the COVID-19 Pandemic Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-18 Aijuan Cun, Shixi Zhao
This study reports Asian immigrant parents’ perspectives on the challenges linked to the mental health their families, particularly their children, experienced during the COVID-19 pandemic. Literature on children’s mental health, the importance of social-emotional health, and theoretical perspectives on literacy were investigated in order to guide this inquiry. The data sources included interviews
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The effect of biological nurturing on breastfeeding success and self-efficacy in primiparous women: a randomized controlled study Early Child Development and Care (IF 1.206) Pub Date : 2024-04-17 Hatice Gül Öztaş, Yeşim Aksoy Derya
This study was conducted to determine the effect of biological nurturing on breastfeeding success and self-efficacy in primiparous women. This randomized controlled study was conducted with 130 mot...
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Latent classes of early childhood development and their predictors in Low- and middle-income countries: Results from multiple indicator cluster surveys 2010 - 2020 Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-17 Jin Sun, Yudong Zhang, Qianjin Guo, Mengyuan Liang, Zeyi Li, Li Zhang
Investing in early childhood development (ECD) is critical for individual and societal development. Variable-centered research on ECD has shown that family wealth, maternal education, and parenting practices predict childhood outcomes overall. However, little is known about differences in the ECD patterns and their predictors. This study examined the latent classes of ECD using data from three waves
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Changes in Stress Following Wage Increases for Early Childhood Educators Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-17 Randi A. Bates, Jaclyn M. Dynia
Early childhood educators have one of the most important roles in society, helping the youngest generation flourish, yet educators earn some of the lowest wages. Given their disparate financial value, educators have unsurprisingly reported high stress. Educators’ high stress and low wages may affect their health, workplace turnover, and children’s development. Here, we observed whether natural wage
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Registered Reports with secondary developmental data: Introduction to the special issue Infant and Child Development (IF 1.776) Pub Date : 2024-04-16 Pamela E. Davis‐Kean, Alexa Ellis, Moin Syed
Events of the past decade have revealed substantial limitations in our standard approach to evaluating manuscripts for publication. Preference for ‘positive results’ and findings that are surprising or novel has led to a substantial publication bias that casts doubt on large portions of the existing literature (Davis-Kean & Ellis, 2019; Scheel et al., 2021). Registered Reports represent a major initiative
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Verification report: Egalitarianism in young children Infant and Child Development (IF 1.776) Pub Date : 2024-04-15 Georgia Clift, Jennifer Beaudry, Sumie Leung, Jordy Kaufman
The present study sought to evaluate the reproducibility of prominent findings stated by Fehr et al. in their developmental resource allocation experiment "Egalitarianism in Young Children", published in 2008. The experiment involved children making decisions about distributing sweets between themselves and either an in‐group or an out‐group recipient. Fehr et al. found that (1) inequity aversion develops
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Does Support for Professional Development in Early Childhood and Care Settings Matter? A Study in Four Countries Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-15 Joana Cadima, Tiago Ferreira, Carolina Guedes, Diana Alves, Catarina Grande, Teresa Leal, Filipe Piedade, Ana Lemos, Andri Agathokleous, Vicky Charalambous, Charalambos Vrasidas, Demos Michael, Manuela Ciucurel, Georgeta Chirlesan, Bogdan Marinescu, Delia Duminica, Anastasia Vatou, Maria Tsitiridou-Evangelou, Evridiki Zachopoulou, Vasilis Grammatikopoulos
Professional Development (PD) can be a powerful lever for improving the quality of teacher-child interactions in early childhood education and care (ECEC) and teachers’ feelings of support and competence. However, there is a dearth of studies examining different formats of PD and their links with workplace features. The present study aims to understand (a) different types of PD participation (structured
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Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-15 Rikito Hori, Makoto Fujii, Takaaki Toguchi, Steven Wong, Masayuki Endo
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Racial Stereotypes and Counter-Narratives in Children’s Literature: Critical Content Analysis Using AsianCrit Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-15 Shin Ae Han, Hyeungok Kang, Shinho Kim
This study examines the representations of Asian American children and their families in children’s literature, utilizing Asian Critical Race Theory (AsianCrit) to analyze stereotypical portrayals and emphasize counter-narratives. In this study, we conducted a critical content analysis to identify themes in the underlying messages in the children’s literature. As a result, we identified four themes
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What Do Teachers Do When Preschoolers “Misbehave”? Family Matters Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-15 Courtney A. Zulauf-McCurdy, Diana Woodward, Olivia R. Nazaire, Andrew N. Meltzoff
There are documented disparities in how preschool teachers perceive and respond to challenging behavior in the classroom. Teachers’ decision-making processes when handling challenging behavior and how they include families in the process is an area that is notably under-researched. Using an experimental design, preschool teachers (N = 131; 93% Female; 27.5% Black) read a standardized vignette describing
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Trajectories of digital flourishing in adolescence: The predictive roles of developmental changes and digital divide factors Child Dev. (IF 5.661) Pub Date : 2024-04-13 Jasmina Rosič, Lara Schreurs, Sophie H. Janicke‐Bowles, Laura Vandenbosch
Digital flourishing refers to the positive perceptions of digital communication use in five dimensions: connectedness, positive social comparison, authentic self‐presentation, civil participation, and self‐control. This three‐wave panel study among 1081 Slovenian adolescents (Mage = 15.34 years, 53.8% boys, 80.7% ethnic majority) explored the trajectories of their digital flourishing dimensions over
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How retributive motives shape the emergence of third‐party punishment across intergroup contexts Child Dev. (IF 5.661) Pub Date : 2024-04-13 Julia Marshall, Katherine McAuliffe
This study examines how retributive motives—the desire to punish for the purpose of inflicting harm in the absence of future benefits—shape third‐party punishment behavior across intergroup contexts. Six‐ to nine‐year‐olds (N = 151, Mage = 8.00, SDage = 1.15; 54% White, 18% mixed ethnicities, 17% Asian American; 46% female; from the USA) could punish ingroup, outgroup, or non‐group transgressors by
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This is me! Neural correlates of self‐recognition in 6‐ to 8‐month‐old infants Child Dev. (IF 5.661) Pub Date : 2024-04-13 Silvia Rigato, Rita De Sepulveda, Eleanor Richardson, Maria Laura Filippetti
Historically, evidence of self‐recognition in development has been associated with the “rouge test”; however, this has been often criticized for providing a reductionist picture of self‐conscious behavior. With two event‐related potential (ERP) experiments, this study investigated the origin of self‐recognition. Six‐ to eight‐month‐old infants (42 males and 35 females, predominately White, tested in
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Increasing access in the ECE enrollment process: Evidence from an information intervention in New Orleans Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-13 Lindsay Weixler, Jon Valant, Justin B. Doromal, Alica Gerry
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The Effect of Self-Concept and Self-Efficacy on Learning Engagement and Subsequent Reading Performance: The Difference Between L1 and L2 Reading in First-Grade Students Early Education and Development (IF 2.115) Pub Date : 2024-04-11 Siyu Zhu, Yuan Yao, Shui-Duen Chan, Xinhua Zhu
Reading self-beliefs, comprising self-concept and self-efficacy, play a pivotal role in shaping students’ learning engagement and learning outcomes. However, existing literature on the self-beliefs...
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‘The toys you sleep with’: Embracing otherwise literacies in early childhood wor(l)ds J. Early Child. Lit. (IF 2.227) Pub Date : 2024-04-12 Giovanna Caetano-Silva, Fernando Guzmán-Simón, Eduardo García-Jiménez
Early childhood literacy is pervaded by dominant discourses telling children both what to say, how to say it, and what is worthy of adults' attention. These discourses are affected by the need to constantly see language through solely representational accounts, and children as still progressing, developing and becoming literate while excluding the strong presence of more-than-humans and the diverse
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The affective, cognitive, and physiological effects of implementing antecedent‐focused emotion regulation strategies in childhood Infant and Child Development (IF 1.776) Pub Date : 2024-04-12 Elizabeth L. Davis, Shannon M. Brady, Kasey Pankratz, Zariah Tolman, Parisa Parsafar, Emily W. Shih
Different components of emotional responding may be affected by using specific emotion regulation strategies that enable children's volitional self‐regulation. This study examined the affective, cognitive, and physiological effects of experimentally instructing children to deploy distraction or reappraisal to regulate negative emotion during an evocative film clip. One‐hundred eighty‐four 4‐ to 11‐year‐old
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Piloting a battery to evaluate parasympathetic reactivity and externalizing behaviours during early childhood in autism spectrum disorder Infant and Child Development (IF 1.776) Pub Date : 2024-04-12 Yael Braverman, Madison Surmacz, Gina Schnur, Nasim Sheikhi, Susan Faja
Respiratory Sinus Arrhythmia Reactivity (RSA‐R) correlates both positively and negatively with externalizing behaviour in autistic individuals. These inconsistencies may result from task‐based differences. This pilot study measured RSA‐R in 4‐to 6‐year‐olds, across two timepoints, using four validated tasks with matched baseline and challenge periods. Social, cognitive, sensory and emotional tasks
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Environmental Factors Predicting Young Children’s Secure Exploration Early Child. Educ. J. (IF 1.656) Pub Date : 2024-04-12 Rebecca S. Friesen, Katherine C. Cheng, Adriana D. Cimetta, Ronald W. Marx, Christina A. Cutshaw, David B. Yaden
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Parents’ Psychological Distress During COVID-19: Correlates and Relations with Parents’ Engagement in Early Education Early Education and Development (IF 2.115) Pub Date : 2024-04-10 Hao Li, Aining Peng, Xiao Zhang
The COVID-19 pandemic has caused a wide range of psychological problems among parents and posed significant challenges to their mental health. However, there is a lack of research exploring the ant...