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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Howes, Carollee [remove]; Classification:Process Quality [remove];
25 results found.|
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Adding two school age children: Does it change quality in family child care? A study of family child care provider quality and caregiver sensitivity before and after enrolling two additional school-age children to these programs |
Reports & Papers
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Caregiver training and classroom quality in child care centers A study of the association between classroom quality and both formal education and informal training of caregivers, based on data from 533 child care center classrooms in four states |
Reports & Papers
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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 |
Reports & Papers
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Child care social climate Key findings from a study on teacher-child relationships and the social environment of child care on children's socioemotional development |
Fact Sheets & Briefs
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Children's classroom engagement and school readiness gains in prekindergarten A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP) |
Reports & Papers
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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 |
Reports & Papers
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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 |
Reports & Papers
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Entering a new peer group in ethnically and linguistically diverse childcare classrooms A six-month longitudinal study of the associations between child social competence and race, language, relationships with teachers, and classroom characteristics in a population of 190 children low income children in 38 racially- and linguistically-diverse urban classrooms |
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Examining Mexican-heritage children's representations of relationships with mothers and teachers in preschool An investigation of the differences between representations of the child-mother attachment and representations of the child-teacher attachment among preschool children, and an exploration of the association between children's representations of the child-teacher attachment and teachers' perceptions of their relationship with the children, based on data from a sample of 97 preschool-age Mexican-heritage children from a large urban area |
Reports & Papers
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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 |
Reports & Papers
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Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interaction? An observational study of the extent to which features of programs, classrooms, and teachers contribute to quality and teacher–child interactions in a sample of 238 classrooms in 6 state-funded pre-kindergarten programs |
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How do pre-kindergarteners spend their time?: Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms An examination of the relationships between the proportion of children’s time in various settings, activities, and in teaching interactions and to ethnicity, gender, and family income from classroom observations of 2061 children in 652 state-funded prekindergarten programs in 11 states |
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Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states |
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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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Quality care does mean better child outcomes An overview of the relationship of the quality of care to children’s academic outcomes and well-being, based on assessments of a subsample of 170 child care centers in California, Colorado, Connecticut, and North Carolina that participated in a larger study |
Fact Sheets & Briefs
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Quality of prekindergarten: What families are looking for in public sponsored programs A description of the meaning of program quality for a representative group of parents of children enrolled in public prekindergarten programs, with a comparison of educators’ and families’ concepts of quality |
Other
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The relations of observed pre-k classroom quality profiles to children's achievement and social competence A study of the relationship between the growth in social and academic competence of children in the prekindergarten year and the level of emotional support measured in classroom teacher-child interactions, based on data collected about 2,028 prekindergarten children from several states |
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[Review of the book The child and the day care setting: Qualitative variations and development] |
Book Reviews
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Social and relational factors in early education and prosocial actions of children of diverse ethnocultural communities A study of associations between prosocial behavior and quality of social dynamics among children and teachers and if factors associated with prosocial behavior vary across children's racial or ethnic background, based on child and family data from 1,078 participants in the National Early Head Start Research and Evaluation Project |
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Social-emotional classroom climate in child care, child-teacher relationships and children's second grade peer relations A longitudinal study of the influence of preschool socio-emotional climate and early individual child-teacher relationships and behavior problems in predicting second grade social competence with peers |
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Structural predictors of child care quality in child care homes An article examining whether structural features of family child care predict quality better than other features |
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The study of children in family child care and relative care: Highlights of findings A presentation of findings from a study on parents' definition of quality in informal child care settings, and an examination of how those measure identified impact quality, based on a sample of 820 mothers, 225 children, and 226 child care providers from San Fernando/Los Angeles, California, Dallas/Fort Worth, Texas, and Charlotte North Carolina |
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A survey: Quality practices Highlights from a study on the identification of teachers' preferred classroom practices and their perceived barriers to the implementation of such practices, based on a national survey of 1,207 preschool teachers in varied early childhood settings |
Fact Sheets & Briefs
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Teacher sensitivity, children's attachment and play with peers A longitudinal study of three different explanatory models for the development of complex play with peers in a sample of 107 children and their primary caregivers in family and center-based child care settings |
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Then and now: Changes in child care staffing, 1994-2000: Technical report A longitudinal investigation into the relationship characteristics of child care workers and the quality of care provided in center-based care, based on a surveys with the assistants, teachers, and directors of 85 child care centers in California |
Reports & Papers
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