Early Child Development and Care

This cross-cultural study examines relations between parents' socialization goals and child-rearing practices, as well as their impact upon peer competence during early childhood. Participants were sixty-three Hong Kong-Chinese mothers, sixty-one English mothers and their preschool-aged children. Mothers completed questionnaires measuring socialization goals and practices. Their children took part in sociometric interviews. Results indicate both similarities and differences in child-rearing practices and in their impact on children's peer competence across the two cultures. Among both Hong Kong and English mothers, significant correlations were found between (i) socialization towards Filial Piety and Authoritarian practices, and (ii) valuing Socio-emotional Development and Authoritative Parenting. However, Chinese mothers reported stronger emphasis on socialization for Academic Achievement and Filial Piety, as well as greater use of Authoritarian Parenting practices, than English mothers. The use of Authoritarian practices among English mothers was, in accordance with past research, negatively correlated with peer competence among preschoolers. Findings highlight the influence of cultural values upon child socialization and upon the way that these values are translated into practice.

Emma Pearson

Nirmala Rao

Socialization Goals, Parenting Practices, and Peer Competence in Chinese and English Preschoolers

社会化目标、育儿实践与中国和英语学前儿童的同伴能力

The current study investigated the effect of moral stories in promoting kindergarteners’ sharing behaviour. One hundred eight children were randomly assigned to one of three conditions: two experimental conditions (a moral story with a sharing model and good consequences and a moral story with a selfish model and bad consequences) and a control condition (a nonmoral story). The results showed that children in the experimental groups shared more than children in the control group. In addition, comparing the two experimental groups, children in the sharing-good consequences condition shared more than children in the selfish-bad consequences condition. Further, interviews were conducted to provide in-depth understanding of common and different influences of the two moral stories on children’s sharing behaviour. The implications for research and practice were discussed.

Zhuojun Yao

Robert Enright

The influence of moral stories on kindergarteners’ sharing behaviour

道德故事对幼儿园儿童分享行为的影响

This paper discusses challenging features of interviewing young children for a range of purposes. Research with young children is discussed as well as other forms of interviewing by practitioners in a range of fields. Processes in establishing the interview purpose include defining some ground rules for the young client, managing the physical setting for the interview and examining the complex nature of confidentiality and consent in interviewing young children. In terms of interviewing style, the emphasis is on encouraging the young child's free narrative within an ethical context using a range of empathic response cues to promote this. Age‐appropriate projective techniques, including art work and the use of dolls and puppets, are examined for their value in managing interviews and research with young children although cautions are expressed about interpreting findings from these.

Helen Cameron*

Asking the tough questions: a guide to ethical practices in interviewing young children

问棘手问题：采访幼儿的伦理实践指南

This research investigated the effects of Orff-based attention-enhancing music education programme on impulsive preschool children’s cognitive tempo. The research was conducted using a quasi-experimental pretest–posttest control group design. Thirty preschoolers were included in this research; 15 in the experimental and 15 in the control groups. Research data was collected using Kansas Reflection-Impulsivity Scale for Preschoolers. Impulsive children were assigned to control and experimental groups. Besides traditional preschool education programme, children in the experimental group received a 36-session Orff-based attention-enhancing music education twice a week. Results showed that impulsive children in the experimental group reduced their number of errors and increased the length of reflection time compared to those in the control group. In line with this finding, it can be suggested that Orff-based attention-enhancing music education programme contributes positively to the cognitive tempo of impulsive preschool children, and it demonstrates long-term effects.

Gökhan Kayili

Özden Kuşcu

The effects of Orff-based attention-enhancing music education programme on impulsive preschool children’s cognitive tempo

基于奥尔夫音乐教育方案对冲动学前儿童认知节奏的影响

The present study examined the roles of teachers, peers, and materials in the environment in supporting children's inquiry processes at a Reggio Emilia-inspired preschool. Reggio Emilia is an educational system originally developed post-WWII in Italy and now has become a pedological approach that influences early childhood education programs all over the world. Seventeen children and their two teachers were observed over 24 days in the spring and/or fall of one calendar year. Forty-one events in four days were coded for children's inquiry processes (i.e. observing and questioning, predicting, evaluating, comparing, and concluding) and how they were guided (i.e. by teachers, peers and/or materials). The activity context (including art, storytelling, gardening, mapping, constructing, and pretend play) in which the inquiry exchange occurred was also examined. Findings revealed that teachers, peers, and classroom materials supported children's advanced inquiry processes. In addition, advanced inquiry processes were utilized across all six activity contexts.

Lauren Westerberg

Maureen Vandermaas-Peeler

How teachers, peers, and classroom materials support children’s inquiry in a Reggio Emilia-inspired preschool

教师、同伴和教室材料如何支持儿童在瑞吉欧理念幼儿园中的探究

This study aims to see how ready preschoolers in Turkey are to learn about money and finances. The researchers used a story called "Arlo's Adventures" to interview 27 children in a kindergarten in Turkey. A qualitative research method was used. The analysis revealed the themes of Money Knowledge, Spending, Saving, Borrowing, and Lending. This study found that preschoolers have a basic understanding of money. They know money buys things and can identify needs vs. wants. They comprehend the concept of saving, and some even utilize piggy banks. However, their understanding of saving methods and tracking expenses remains limited. Financial literacy should be taught to children from an early age, as they are capable of understanding financial concepts. Children who had not participated in structured financial literacy programs at their preschool acquired information and experience about these ideas through their families.

Ilayda Kimzan

Semiha Yüksek Usta

Children understand economics too: knowledge and experience of basic financial concepts

儿童也懂经济学：基本金融概念的知识与经验

Although existing studies have shown a significant correlation between general parenting and children's media use, the relationship between media-related parenting and young children's media use in the post-pandemic era within China's social landscape remains underexplored. Drawing upon the IT-CPU as the theoretical framework, this study examined the associations between media-related parenting, post-traumatic stress disorder (PTSD), and young children's media use (aged 3–6 years) from 5187 families residing in the Guangdong Province, China. The findings revealed intricate and diverse associations between media-related parenting and children's media use. Notably, the higher the level of PTSD in children, the higher the frequency of media use. Interestingly, family SES did not moderate the relationships between media-related parenting, PTSD, and children's media use. These results inform the designs of targeted interventions for media-related parenting and children's media use.

Qian Peng

Xiaoyu Wan

Limin Zhang

Xi Wang

Media-related parenting and children’s media use among Chinese young children during the post-pandemic age: a large-scale representative study

后疫情时代中国幼儿的媒体相关教养与媒体使用：一项大规模代表性研究

Screen time is now pervasive in the lives of preschool children, posing potential risks for sleep disturbances and behavioural problems. Therefore, the present study used a questionnaire to survey mothers (Mage = 35.56 years, SD = 3.62 years) of a total of 571 preschool children (Mage = 4.70 years, SD = .88 years; 44.70% boys) in seven public kindergartens to investigate the association between screen time, sleep quality, and behavioural problems. Results shown that sleep quality partially mediated the relationship between screen time and both hyperactivity attention problems and emotional symptoms. Specifically, screen time was found to increase hyperactivity attention problems and emotional symptoms by reducing sleep quality. However, it was observed that sleep quality did not act as a mediator in the relationship between screen time and peer problems. These findings hold significance in comprehending how screen time and sleep quality are related to behavioural problems in preschool children.

Shujin Zhou

Wei Ding

Bowen Xiao

Yan Li

Screen time and behavioural problems among preschool children: unveiling the mediating effect of sleep quality

幼儿屏幕时间与行为问题：揭示睡眠质量的中介效应

Yick Wah Leung

Shine H. Lin

Jenny Wanyi Li

Catherine M. Capio

The relationship of parents’ attributes and practices with the promotion of recommended movement behaviours in young children during school suspensions

父母属性与实践与学校停课期间促进幼儿推荐运动行为的关系

Household food insecurity in Australia has wide-ranging negative implications, but little is known about its impact on child development. We investigate the prevalence and associated child development outcomes of an indicator for food insecurity, using data from the 2018 Australian Early Development Census (AEDC), a population-based teacher-report measure of most Australian children (N = 308,953) in their first year of school. Children who reportedly came to school hungry (3.1% of the sample) showed poorer development in the domains of emotional maturity and social competence, but not in language and cognitive skills (school-based). Indigeneity, living outside major cities or in areas of greater socioeconomic disadvantage and not being read to at home were associated with coming to school hungry. There is an urgent need to monitor child food insecurity and circumvent negative ramifications for child development.

Sabine Baker

Danielle Gallegos

Tegan MacKenzie

Areana Eivers

The relationship between coming to school hungry and child development: analysis of the Australian Early Development Census

饥饿上学与儿童发展的关系：澳大利亚早期发展普查分析

Abbreviation	Early Child Dev. Care
Journal Impact	1.05
Quartiles(Global)	PSYCHOLOGY, DEVELOPMENTAL(Q4)

ISSN	0300-4430, 1476-8275
h-index	56

Publication Information	Publisher: Taylor and Francis Ltd.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1978，Proportion of original research papers: 94.94%，Self Citation Rate:10.00%， Gold OA Rate: 12.06%

Early Child Development and Care

Journal Citation Format

A journal article with 1 author

A journal article with 2 authors

A journal article with 3 authors

A journal article with 5 or more authors

Books Citation Format

Thesis Citation Format

Web sites Citation Format

Patent Citation Format

Staying up late manually editing references? ivySCI automatically matches journals and helps you generate references with a single click.

Share Submission Experience