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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in last 90 days [remove]; Classification:Child Care & Early Education Quality [remove];
44 results found.|
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Participation and gender in circle-time situations in preschool An investigation of interactions between teachers and children in circle-time situations in Swedish and Norwegian early care and education centers in order to examine conditions under which children participate, the way participatory values are communicated to both girls and boys, and gender-related patterns between teacher-child interactions, based on data from 121 children from Norway and Sweden |
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The preschool instructional context and child-teacher relationships A study of the relationship between both instructional context and strategies and the quality of child-teacher relationships, based on data from 118 low income, predominantly Latino children and their teachers in early care and education settings in Los Angeles County, California |
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A profile approach to child care quality, quantity, and type of setting: Parent selection of infant child care arrangements An identification of child care profiles representing patterns of dimensions of quality, quantity, and type of settings selected for infant child care arrangements by parents, and an examination of family factors associated with those profiles, based on data from 489 families at both the one- and six-month assessment points in which the mother was working and/or in school and the child was in at least 10 hours of regular non-maternal child care |
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Promoting holistic learning and development in early years: An analysis of quality in early childhood care and education (ECCE) from the Asia-Pacific region An examination of definitions and elements of quality in early childhood care and education in Asia and the Pacific region, based on a review of 54 research and policy documents |
Literature Review
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Promoting holistic learning and development in early years: An analysis of quality in early childhood care and education (ECCE) from the Asia-Pacific region [Executive summary] A summary of an examination of definitions and elements of quality in early childhood care and education in Asia and the Pacific region, based on a review of 54 research and policy documents |
Executive Summary
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Quality and characteristics of the North Carolina Pre-Kindergarten Program: 2011-2012 statewide evaluation A study of program characteristics, classroom quality, and predictors of classroom quality in the North Carolina Pre-Kindergarten Program, a state-funded initiative to provide high-quality educational experiences to at risk 4-year-olds, based on monthly service reports and on observations and teacher surveys for a sample of 100 classrooms |
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Quality of care and education provided by Greek day-care centres: An approach from researcher's and early childhood educators' perspective An examination of the level of quality and care provided by Greek early care and education programs, from the perspective of both educators and a researcher, with considerations of the similarities and differences in their assessments of quality, based on data from 18 early care and education centers serving children aged birth through 5 years in Ioannina, Greece |
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Quality Profiles in Early Childhood: An Example from Virginia's Quality Rating Improvement System This study examines data collected on the quality of centers participating in Virginia's Quality Rating and Improvement System (QRIS) to identify patterns and profiles of quality in these settings using a clustering technique. Identified patterns are compared with the composite quality level assigned by the state to determine associations with existing quality profiles across Virginia's 290 participating centers. It is expected that two profiles represent "high overall" and "low overall" patterns of quality, in addition to profiles that demonstrate differential levels or relative strengths and weakness among settings with regard to quality. If patterns of quality features do not bear significant associations with the star ratings, this information can be used by state leaders to reexamine thresholds for determining between star levels. |
Administration for Children and Families/OPRE Projects
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A question of quality: Do children from disadvantaged backgrounds receive lower quality early years education and care in England? This paper examines how the quality of formal early childhood education and care is associated with children's background. By using different indicators of quality, the research also explored how the relationship varies depending on the way quality is measured. The analysis combines information from three administrative datasets -- the Early Years Census, the Schools Census and the Office for Standards in Education, Children's Services and Skills (Ofsted) dataset on inspections (2010-11). The results suggest that children from disadvantaged background have access to better qualified staff. However, services catering for more disadvantaged children are more segregated and receive poorer quality ratings from Ofsted, the national inspectorate. (author abstract) |
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Reconstructing playschool experiences An examination of children's recollections and reconstructions in first grade of their preschool experiences, based on data from children in two primary schools in Reykjavik and their preschool teachers' views on their encounters with those children |
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Systematic quality work in preschool The purpose of this study was to investigate the meaning that Swedish preschool teachers ascribe to systematic quality work. In Sweden, all preschools are required to work systematically with quality issues. This involves several interdependent steps that follow each other in a specific order. Although the concept of systematic quality work might be novel, the practice of following up, documenting, and evaluating preschool activities has a long tradition as means of discovering whether and in what ways preschool has contributed to children's learning and what children have learnt by being there. The study, which was performed in Sweden, is based on interactionist perspectives and draws on Bronfenbrenner's ecological systems theory and a critical ecology of the early childhood profession. The sample consists of 15 preschools in the country's two major cities, Stockholm and Gothenburg, and 15 preschools from the rural area of Malardalen in mid-Sweden. From each of the 30 preschools, one preschool group and one preschool teacher were recruited as participants. To study teacher competence, individual and semi-structured interviews were conducted. The meaning given to systematic quality work in preschool is presented under three themes: documentation and evaluation in preschool; foci of documentation and evaluation; and how, why and when to document and evaluate in preschool, and for whom. The results reveal the complexity of documenting children's learning processes and the need for development of competence in this area. (author abstract) |
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Teachers' commitment to the field and teacher-child interactions in center-based child care for toddlers and three-year-olds Defining teacher characteristics that are associated with effective teaching continues to be a challenging task for the field of early care and education. Much of the research examining classroom quality has focused solely on teacher characteristics such as education and experience; However, teachers' commitment to the field of early care and education defined as including job satisfaction, perception of the job as a long-term career, education level, years of experience, and membership in a professional organization may be an important characteristic to consider in teachers' interactions with children in the classroom, especially teachers of very young children. Using the NICHD Study of Early Child Care data at 15, 24, and 36 months, the present paper examines characteristics of early childhood teachers' commitment to the field and the assessed quality of teacher?child interactions in the classroom. Results indicate that overall, these characteristics significantly predict the quality of teachers' emotional and cognitive support provided to children as measured by the Observational Record of the Caregiving Environment (ORCE). Characteristics of commitment to the field were stronger predictors of the cognitive support than the emotional support teachers' provide in classrooms. The current work provides important information to consider in discussions of how characteristics of early childhood teachers influence their interactions with children in classrooms. (author abstract) |
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Teachers' emotional support consistency predicts children's achievement gains and social skills A study of the relationship between consistency of teachers' emotional support and academic and social outcomes for young children, based on multiple observations conducted in 694 early care and education classrooms |
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Texas 21st Century Community Learning Centers: Interim evaluation report An evaluation of Texas 21st Century Community Learning Centers that examines program operations, participation, and student achievement and that identifies innovative program practices, based on site coordinator surveys and interviews, site visits, staff surveys and focus groups, program observations, student surveys, and administrative data |
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Texas 21st Century Community Learning Centers: Interim evaluation report: Executive summary A summary of an evaluation of Texas 21st Century Community Learning Centers that examines program operations, participation, and student achievement and that identifies innovative program practices, based on site coordinator surveys and interviews, site visits, staff surveys and focus groups, program observations, student surveys, and administrative data |
Executive Summary
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Texas 21st Century Community Learning Centers: Year 2 evaluation report An evaluation of Texas 21st Century Community Learning Centers that examines program operations, participation, and student achievement and that identifies innovative program practices, based on site coordinator interviews, site visits, staff surveys and focus groups, program observations, student surveys, and administrative data |
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Texas 21st Century Community Learning Centers: Year 2 evaluation report: Executive summary A summary of an evaluation of Texas 21st Century Community Learning Centers that examines program operations, participation, and student achievement and that identifies innovative program practices, based on site coordinator interviews, site visits, staff surveys and focus groups, program observations, student surveys, and administrative data |
Executive Summary
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Using generalized additive modeling to empirically identify thresholds within the ITERS in relation to toddlers' cognitive development Research linking high-quality child care programs and children's cognitive development has contributed to the growing popularity of child care quality benchmarking efforts such as quality rating and improvement systems (QRIS). Consequently, there has been an increased interest in and a need for approaches to identifying thresholds, or cutpoints, in the child care quality measures used in these benchmarking efforts that differentiate between different levels of children's cognitive functioning. To date, research has provided little guidance to policymakers as to where these thresholds should be set. Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) data set, this study explores the use of generalized additive modeling (GAM) as a method of identifying thresholds on the Infant/Toddler Environment Rating Scale (ITERS) in relation to toddlers' performance on the Mental Development subscale of the Bayley Scales of Infant Development (the Bayley Mental Development Scale Short Form--Research Edition, or BMDSF-R). The present findings suggest that simple linear models do not always correctly depict the relationships between ITERS scores and BMDSF-R scores and that GAM derived thresholds were more effective at differentiating among children's performance levels on the BMDSF-R. Additionally, the present findings suggest that there is a minimum threshold on the ITERS that must be exceeded before significant improvements in children's cognitive development can be expected. There may also be a ceiling threshold on the ITERS, such that beyond a certain level, only marginal increases in children's BMDSF-R scores are observed. (author abstract) |
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Why relationships matter: Parent and early childhood teacher perspectives about the provisions afforded by young children's relationships A study of the perspectives of early childhood teachers and parents regarding the importance of the functions of child-teacher and peer relationships in early childhood centers, based on data from 200 parents and 71 teachers of children aged birth through 5 years |
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