Related Resource of 270
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Result | Resource Type |
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The context of infant attachment in family child care A study of family child care provider-infant attachment security and interactive involvement |
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Assessing the validity of the Qualistar Early Learning quality rating and improvement system as a tool for improving child-care quality An evaluation of the Colorado Qualistar Early Learning quality rating and improvement system (QRIS), including: an assessment of system components and the relationships between them; a comparison of Qualistar measures to other established quality measures; and an examination of the association between quality improvements as measured by Qualistar components and children's socioemotional and cognitive outcomes. |
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Child's play with adults, toys, and peers: An examination of family and child-care influences A study of the influences of family and child care characteristics on the play of toddlers in family child care homes, based on observations and questionnaires |
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Child care program and teacher practices: Associations with quality and children's experiences An examination of associations between teacher and program practices and quality and observed child behaviors, based on a sample of 260 children from 22 child care programs designed to serve low income children and families of color in Los Angeles and rural North Carolina |
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Exploring patterns in time children spend in a variety of child care activities: Associations with environmental quality, ethnicity, and gender A study of the relationship between infants', toddlers', and preschoolers' classroom activities and gender, ethnicity, child care quality, and teacher interactions |
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Children's experiences in center-based child care as a function of teacher background and adult:child ratio An examination of child care quality in relation to adult: child ratio and teacher education, using the Cost, Quality and Outcome (CQO) and Florida Quality Improvement study datasets |
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An ecobehavioral analysis of early childhood classrooms A study of the relationship between children and classroom characteristics and children’s complex interactions with peers and objects, and a study on the circumstances leading to complex interactions between teachers and children, using an ecological-behavioral approach on a sample of 60 children in three early child care programs |
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Improving social relationships in child care through a researcher-program partnership An evaluation of a relationship-based, year-long intervention in a child care center and its impact on classroom environment, teacher responsivity, and teacher child relationships |
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Children's relationships with caregivers: Mothers and child care teachers A study categorizing infants', toddlers', and preschool children's relationships with their mothers and teachers and relating these categories to levels of teacher involvement, based on direct observations |
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Predicting parental perceptions of children's longitudinal school success from early child care experiences An analysis of the relationship between earlier child care environments and parental reports of children’s academic performance and adjustment to school throughout elementary school, based on data from the Cost, Quality, and Child Outcomes in Child Care Centers Longitudinal Study |
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Is there a link between teachers' beliefs and behaviors? A study investigating any association between early childhood teachers' beliefs and actions within the classroom |
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Peer Play Observation Scale |
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The Cost, Quality and Child Outcomes in Child Care Centers Study A longitudinal study of the relationships between children's experiences in center-based care and school and their social, emotional and cognitive outcomes |
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Child care for working poor families: Child development and parent employment outcomes Findings from a study of the types and quality of child care used by low income working families in four Indiana communities, and their relation to child development and parent employment outcomes |
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A closer look at kith and kin care: Exploring variability of quality within family, friend and neighbor care An examination of the variations of quality among different characteristics (professional development background, provider sensitivity, child care setting) of family, friend, and neighbor child care providers and an investigation of how these characteristics vary by provider ethnicity |
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Formal education, credential, or both: Early childhood program classroom practices A study of the relationship between classroom quality and the credentials and educational levels of teachers in a sample of 231 early education classrooms |
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An eco-behavioral approach to examining the contextual effects of early childhood classrooms A study of the association between both child and classroom characteristics and children's interactions with both objects and peers, based on observations of a random selection of 225 Hawaiian young children |
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Child care caregiver sensitivity and attachment An overview of three studies measuring the impact of child care caregivers' sensitivity on children's attachment security |
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The role of Early Head Start programs in addressing the child care needs of low-income families with infants and toddlers: Influences on child care use and quality A discussion of the patterns of child care use by Early Head Start families and the impacts that program participation had on families' child care use and the quality of care used |
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Relations between preschool children's child-care experiences and concurrent development: The Cost, Quality, and Outcomes Study A longitudinal study of the effects of child care experiences on concurrent child outcomes, taking into account the quality of child care and the moderating influence of family and child characteristics. |
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Early Head Start Research and Evaluation Project This project involves both a cross-site national study and local longitudinal studies of low-income families with young children in Early Head Start sites in 17 communities in the United States. The project was funded in two waves: Birth to Three (1996-2001) and Pre-Kindergarten Follow-Up (2001-2004). The five major components of the project are: an implementation study, an impact evaluation, local research studies, policy studies, and efforts toward continuous program improvement. The implementation study assessed the level and quality of implementation of EHS at each site, as well as variations across sites, with regard to five program areas: child development and health care; family partnerships; community involvement and partnerships; staff development; and program management. Results include a profile of each of the 17 research programs, their services and expected outcomes. The information gathered was critical for the development of the impact evaluation analyses and the identification of pathways to full implementation. The impact evaluation followed a random assignment, longitudinal design to examine how child, parent and family outcomes were influenced by EHS programs, as well as by variations in program approaches and community contexts, program implementation and services, and the characteristics of children and their families. The third component involves 16 local research projects conducted by 15 university-based researchers who partnered with Early Head Start research programs. Designed to investigate the unique outcomes and program functions of each Early Head Start program, these longitudinal studies continue through the second phase of the project, Pre-Kindergarten Follow-up (2001-2004). The policy studies component focuses on issues related to welfare reform, health and disabilities, child-care and fatherhood. The component of continuous program improvement consists of reports and presentations disseminating new information that can help all Early Head Start programs to increase their ability to meet the needs of families. |
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The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade An examination of the relationship between quality preschool and cognitive and socioemotional development in community child-care centers, adjusting for family selection factors from a longitudinal study of 733 children ages 4 to 8 years old |
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The consistency of perceived teacher-child relationships between preschool and kindergarten A longitudinal study of consistency in teacher perceptions of the quality of children’s teacher-child relationships over a three-year period encompassing both preschool and kindergarten |
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Program practices, caregiver stability, and child-caregiver relationships An examination of child care program practices, caregiver behaviors, and classroom environments associated with the development of positive child caregiver relationships |
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Predictions of children's experiences with Latina family child care providers A study of associations between provider education, global quality, teaching style, and children's engagement in pre-academic activities, based on data collected from 115 family child care settings operated by Latina women of Mexican heritage serving low income communities in California |
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Measuring teachers' perceived interactions with children: A tool for assessing beliefs and intentions An examination of the relationship between teachers' beliefs and intentions about the importance of teacher-child interactions, based on measures of depth of training, perceived ability to practice beliefs, and teaching beliefs and intentions among 71 early childhood educators |
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Teacher-articulated perceptions & practices with families: Examining effective teaching in diverse high quality child care settings An observational study of high quality child care centers, examining effective teaching strategies through researching associations among teachers' perceptions about families, their involvement with the families, and their background characteristics |
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Quality in family child care and relative care A comprehensive study of family child care and relative care from the perspective of families, children, and providers, including an analysis of child care quality as it relates to child development |
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Parental views of children's longitudinal school success in relation to early child care experiences An examination of the quality of child care experiences on children's development and success in elementary school |
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Children's experiences in family child care and relative care as a function of family income and ethnicity A study of the role of family variables like ethnicity and income in the choice between family or relative child care arrangements, and the relationship between family variables and child care provider behavior and quality |
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Does training make a difference to quality in family child care? An article on the characteristics of family child care providers who seek training and the effects of training on child care quality. |
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Diverse pathways in early childhood professional development: An exploration of early educators in public preschools, private preschools, and family child care homes An examination of patterns of education, training, and mentoring among early childhood educators, based on observations and questionnaire responses of 103 teachers in public and private preschool and family child care settings in Los Angeles, California |
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