Caregiver Training and Classroom Quality in Child Care Centers

Burchinal, Margaret; Cryer, Debby; Clifford, Richard M.; Howes, Carollee

doi:10.1207/s1532480xads0601_01

Cited by 307 publications

(191 citation statements)

References 8 publications

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“…These two indicators were selected because of their importance, but also because they are objectively measured, which allowed a reliable comparison across countries. Whilst other indicators, such as caregiver qualifications, education, and experience, have often been cited as key structural features influencing process quality (see Burchinal et al 2002), these differ worldwide and are not measured consistently. Therefore, it was not possible to include them in our meta-analysis.…”

Section: Limitationsmentioning

confidence: 99%

Quality of Child Care Using the Environment Rating Scales: A Meta-Analysis of International Studies

Vermeer

IJzendoorn

Cárcamo

et al. 2016

IJEC

113

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The current study provides a systematic examination of child care quality around the globe, using the Environment Rating Scales (ERS). Additional goals of this study are to examine associations between ERS process quality and structural features (group size, caregiver-child ratio) that underpin quality and between ERS and more proximal aspects of child care quality (caregiver sensitivity). Furthermore, we consider possible differences in ERS associations arising from scale characteristics (infant vs early childhood version, original version vs revised scale, full version vs shortened version). The reported meta-analysis combines results of ERS child care quality reported in 72 studies from 23 countries across five international geographic regions. Group center care appeared to be of average quality with higher quality levels in Australia/New Zealand and North America. Our results suggest that: (1) ERS characteristics are not associated with differences in ERS scores and (2) ERS scores are related to indicators of proximal quality of care (caregiver sensitivity) and, to a lesser degree, structural quality of care (caregiver-child ratio). The meta-analysis provided cross-cultural comparisons on child care quality on a common instrument as a means to advance discussion on child care quality internationally. (2) que les scores aux ERS sont liés aux indicateurs de qualité proximale (sensibilité de l'éducateur) et, à un degré moindre, à la qualité structurelle (ratio éducateur-enfant). La méta analyse donne des comparaisons interculturelles de la qualité des services de garde à un instrument commun comme moyen de faire avancer la discussion sur la qualité des services de garde au niveau international.Resumen El presente estudio provee una revisión sistemática de la calidad del cuidado infantil en guarderías alrededor del mundo, usando las Escalas de Calificación del Ambiente (ERS). Los objetivos adicionales de este estudio son examinar las asociaciones entre la calidad de procesos y características estructurales (tamaño del grupo, proporción cuidadores -niños) que sustentan la calidad, y entre ERS y aspectos más próximos de la calidad del cuidado infantil (sensibilidad del cuidador). Además consideramos posibles diferencias en la asociación en ERS surgidas desde las características de las escalas (infantes versus niñez temprana, versión original versus escala revisada, versión completa versus versión abreviada). El meta-análisis reportado combina resultados de la calidad del cuidado de guarderías ERS de 72 estudios reportados en 23 países de cinco regiones geográficas internacionales. El cuidado grupal en estos centros apareció estar en calidad promedio, con altos niveles de calidad en Australia/Nueva Zelandia y Norte América. Nuestros resultados sugieren que: (1) Las características de la escala ERS no están asociadas con diferencias en los puntajes ERS y (2) Los puntajes de ERS están asociados a indicadores proximales de la calidad del cuidado (sensibilidad del cuidador) y, en menor grado, a la calidad estr...

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Section: Limitationsmentioning

confidence: 99%

Quality of Child Care Using the Environment Rating Scales: A Meta-Analysis of International Studies

Vermeer

IJzendoorn

Cárcamo

et al. 2016

IJEC

113

View full text Add to dashboard Cite

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“…Indicators were considered to load on a factor if they had an absolute correlation of ≥0.47 with that factor. 17 and it is an aspect of childcare quality that regulatory agencies and governments use to define quality.…”

Section: Domain-specific Qualities Of Childcarementioning

confidence: 99%

Quality of Childcare Influences Children's Attentiveness and Emotional Regulation at School Entry

Gialamas

Sawyer

Mittinty

et al. 2014

The Journal of Pediatrics

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“…For example, the most common observational instrument, the Early Childhood Environment Rating Scale (ECERS-R; Harms, Clifford, & Cryer, 1998), is used in centers; its companion instrument for home settings, the Family Day Care Rating Scale (FDCRS; Harms & Clifford, 1989), has only partial overlap with the center version. The subscales from the Early Childhood Environment Rating Scale-Revised (ECERS-R) can be used to create one dimension of quality in centers (Perlman, Zellman, & Le, 2004), and there is a strong relation between observed quality and structural quality (Burchinal, Cryer, Clifford, & Howes, 2002;Phillips, Mekos, Scarr, McCartney, & Abbott-Shim, 2000).…”

Section: Features Of Different Types Of Carementioning

confidence: 99%

Structural and process features in three types of child care for children from high and low income families

Dowsett

Huston

Imes

et al. 2008

Early Childhood Research Quarterly

223

122

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We use observations from the NICHD Study of Early Child Care and Youth Development (SECCYD) to compare structural and process characteristics of child care centers, family child care homes (nonrelative care in a home setting) and care by relatives for 2, 3-and 4 ½-year-old children. Type of care differences in structural and caregiver characteristics were consistent across ages: centers had higher child-to-adult ratios and bigger groups; centers had caregivers with better education, more training in early childhood, and less traditional beliefs about child rearing. Children in centers experienced more cognitive stimulation, less frequent language interactions with adults, less frequent negative interactions with adults, and less television viewing than did those in other types of care. In centers and family child care homes compared to relative settings, children engaged in more positive and negative interactions with peers and spent more time in transition and unoccupied. Curvilinear associations were found between structural features of care and family income, particularly for caregiver education and training. In contrast, process measures of caregiving rose monotonically with family income. Children from high-income families experienced more sensitive care, more cognitive stimulation, and fewer negative interactions with adults than did those from low-income families. We interpret the findings by linking the structural features and caregiver training to the cognitive and social processes observed in different types of care. Future research designed to understand the influences of child care on children's behavior might benefit from using this more nuanced description of child care experiences.Child care quality is a well-documented predictor of children's intellectual and social development, but recent evidence indicates that type of care may be important independently of "global" ratings of quality. A recurrent finding in the literature is that children who participate in center-based arrangements-including Head Start-during their infant and preschool years perform better on cognitive and language development and show better preacademic skills than children who spend an equivalent amount of time in child care homes or relative care of comparable quality (Garces, Thomas, & Currie, 2002; NICHD Early Child Care Research Network [ECCRN], 2000a; NICHD ECCRN & Duncan, 2003).The relations of type of care to children's social behavior are more uncertain. Two longitudinal studies of large, national samples have shown that children with more center care experience were rated by caregivers and elementary school teachers as having more behavior problems and less self control than those who had not experienced center care (Magnuson, Ruhm, & Waldfogel, 2007; NICHD 2002;2003a). Most longitudinal investigations of children from Contact author Chantelle Dowsett, Human Development & Family Sciences, University of Texas at Austin, 1 University Station/A2700, Austin, TX 78712; 512-471-3141; E-mail: dowsettcj@mail.utexa...

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Caregiver Training and Classroom Quality in Child Care Centers

Cited by 307 publications

References 8 publications

Quality of Child Care Using the Environment Rating Scales: A Meta-Analysis of International Studies

Quality of Child Care Using the Environment Rating Scales: A Meta-Analysis of International Studies

Quality of Childcare Influences Children's Attentiveness and Emotional Regulation at School Entry

Structural and process features in three types of child care for children from high and low income families

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