Abstract This study examined the relation between socioeconomic status (SES) and early child development in Hong Kong, where preschool attendance is universal for children aged 3 to 6. Participants were 114 Chinese preschoolers ( M age = 60.25 months, 54 girls) from nursery (K1), lower kindergarten (K2), and upper kindergarten (K3) classes across four kindergartens, along with their teachers and caregivers. Children’s development was assessed using the Hong Kong Early Childhood Development Scale-3 (HKECDS-3), while caregivers and teachers completed the Report of Early Development (RED). Additionally, parents reported their education levels, occupations, and home resources. Results revealed significant SES-development disparities, with variations noted across SES indicators and assessment methods. Disparities in child development were evident among children in K1 but were less prominent for children in K2 and K3. Findings indicate that socioeconomic disparities influence diverse child development domains during the preschool years, with preschool education potentially mitigating these disparities.

Abstract High workforce turnover continues to challenge the early childhood education (ECE) field, with home-based child care (HBCC) providers experiencing particularly steep declines. This is problematic given that HBCC providers serve as critical support for families, especially in underrepresented and underserved communities. Yet research on their well-being, workforce dynamics, job demands, and professional resources remains limited. Guided by the Job Demands–Resources (JD-R) framework, this study examined how job demands, job resources, sense of community, and presence of calling relate to HBCC providers’ well-being and intention to stay in the field. Data were collected through an online survey of 318 HBCC listed providers across five Midwestern states in the United States. Logistic and linear regression analyses revealed that the presence of calling, or the feeling of being drawn to a particular line of work, significantly predicted providers’ intention to stay. Job resources showed positive association with well-being, whereas job demands were negatively associated with well-being. Sense of community did not significantly predict either outcome. These findings highlight the distinct motivational role of calling in sustaining HBCC providers’ commitment to their work, even amid structural challenges. However, calling alone may not be sufficient to enhance well-being, underscoring the need for additional supports that address stress, financial strain, and work–life balance. The study contributes to a more nuanced understanding of the factors influencing HBCC providers’ retention and offers implications for workforce policies and professional development initiatives aimed at supporting the HBCC workforce.

Abstract This mixed-methods study examined how Greek families support preschool children’s emergent literacy and early writing development within diverse sociocultural and economic contexts. Data were collected from 310 parents through a structured questionnaire combining quantitative measures of literacy activities with qualitative accounts of home routines. Quantitative analyses revealed significant relationships between shared reading and children’s print awareness ( r = .46, p < .01), and between tactile letter play and name-writing proficiency (χ²(3, N = 310) = 9.67, p < .01). Qualitative findings illustrated that parents fostered literacy through affectionate, routine-based reading, playful use of materials, and encouragement of emergent writing behaviors such as scribbling and name attempts. However, families also reported barriers including time constraints, financial limitations, and restricted access to libraries or community literacy resources. The integration of both data strands highlighted “macro-scaffolding”, the notion that home literacy development depends on not only parental interaction but also systemic supports such as school partnerships and public infrastructure. These findings extend sociocultural and emergent literacy theories by situating family literacy within a broader ecological context, emphasizing that meaningful literacy growth arises from relational, creative, and community-linked engagement. Implications for practice include establishing family literacy hubs, affordable material access, and parent workshops to bridge the gap between motivation and opportunity.