Child Care Quality Matters: How Conclusions May Vary With Context

Love, John M.; Harrison, Linda J.; Sagi‐Schwartz, Abraham; IJzendoorn, Marinus H. van; Ross, Christine; Ungerer, Judy A.; Raikes, Helen H.; Brady‐Smith, Christy; Boller, Kimberly; Brooks‐Gunn, Jeanne; Constantine, Jill; Kisker, Ellen Eliason; Paulsell, Diane; Chazan‐Cohen, Rachel

doi:10.1111/1467-8624.00584

Cited by 295 publications

(167 citation statements)

References 19 publications

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“…In within-country studies, the range of these structural indicators may be limited because of government legislations, and therefore across-country studies are expected to include a wider range of group size and child-caregiver ratios. Previous cross-country studies that encompassed a wider range of quality than typically seen in one country (Love et al 2003) have demonstrated that this approach can uncover stronger associations than is possible in within-country studies. Drawing on earlier work (Phillipsen et al 1997), our hypothesis is that process quality will be negatively associated with group size and child-caregiver ratio; that is, it will be higher when group sizes are smaller and/or when fewer children are cared for by one caregiver.…”

Section: Process Quality and Structural Featuresmentioning

confidence: 99%

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

Vermeer

IJzendoorn

Cárcamo

et al. 2016

IJEC

Self Cite

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: Process Quality and Structural Featuresmentioning

confidence: 99%

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

Vermeer

IJzendoorn

Cárcamo

et al. 2016

IJEC

Self Cite

113

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“…Controlling for concurrent time in care also reduces the possibility that the association between child care hours and externalizing behavior is caused by the child (because children with more behavior problems are left in child care for longer hours every day or for more days of the week, for example) rather than by child care. This is a difficult proposition to test in the real world because children who spend a lot of time in child care early on tend to do so at later ages as well (Love et al, 2003;NICHD ECCRN 2003). Nevertheless, if the association between the amount of time spent in care at time 1 and externalizing behavior at time 2 is still significant after the amount of time spent in care at time 2 is controlled, this would be consistent with the causal argument that child care hours is linked with externalizing behavior.…”

Section: Five Causal Propositionsmentioning

confidence: 99%

Testing a series of causal propositions relating time in child care to children’s externalizing behavior.

McCartney¹,

Burchinal

Clarke‐Stewart

et al. 2010

Developmental Psychology

141

156

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Data from the NICHD Study of Early Child Care and Youth Development were used in this investigation, because they include repeated measures of child care experiences, externalizing behavior, and family characteristics. There were three main findings. First, the evidence linking child care hours with externalizing behavior was equivocal in that results varied across model specifications. Second, the association between child care hours and externalizing behavior was not due to a child effect. Third, child care quality and proportion of time spent with a large group of peers moderated the effects of child care hours on externalizing behavior. Child care hours was more strongly related to externalizing behavior when children were in low-quality child careand when children spent a greater proportion of time with a large group of peers. The magnitude of associations between child care hours and externalizing behavior was modest. Implications for parents and policymakers must take into account that externalizing behavior is predicted from a constellation of variables in multiple contexts. TIME IN CHILD CARE Testing a Series of Causal Propositions Relating Time in Child Care to Children's Externalizing BehaviorReviewers of the literature on early child care have frequently noted an association between spending more time in child care and exhibiting more externalizing behavior, such as assertive, disobedient, and aggressive acts (Belsky, 1986;2001;Clarke-Stewart & Fein, 1983).Longitudinal investigations of externalizing problems indicate that these behaviors often persist into elementary school (Campbell, 1995(Campbell, , 2002Campbell, Pierce, Moore, Marakovitz, & Newby, 1996;Verhulst & Van der Ende, 1992) and that elevated levels of externalizing problems are accompanied by peer rejection and poor academic performance (Campbell, 2002;Farmer & Bierman, 2002). Behavior problems can interfere with a child's acquisition of age-appropriate skills (Campbell, 2002), potentially leading to antisocial behavior in adolescence (Zahn-Waxler, Usher, Suomi, & Cole, 2005) and adulthood (Levenston, 2002). Even though child care experience has not been linked to clinical levels of problems, researchers and policymakers have worried that extensive use of child care in the early years might be a risk factor for increasing problem behaviors without causing clinical problems.Studies have demonstrated that children exhibit more of these negative behaviors if they spend more time in care before they enter kindergarten (Bates, Marvinney, Kelly, Dodge, Bennett, & Pettit, 1994;Magnuson, Meyers, Ruhm, & Waldfogel, 2004;Vandell & Corasaniti, 1990), are in more hours of care in the first year of life (Hofferth, 1999), start care at younger ages, or spend more hours there each day (Loeb, Bridges, Bassok, Fuller, & Rumberger, 2007).In the NICHD Study of Early Child Care and Youth Development (SECCYD), associations were documented between the amount of time children had spent in child care and externalizing behavior at 24 months of age (NICHD Early C...

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“…High levels of turnover prevent caregivers from acquiring experience, and keep children from forming stable, secure attachments (Love et al 2003;Raikes 1993;Scarr et al 1994). A long literature in child development and psychology has shown that the capacity of very young children to form secure attachments is critical for their development (in particular, socio-emotional development), and that children who do not form secure attachments with adults have worse outcomes in school, and higher levels of clinical depression and criminal activity in adulthood (Ainsworth and Bell 1970;Bowlby 1969 benefits to policies that seek to reduce turnover among caregivers in child care.…”

Section: Resultsmentioning

confidence: 99%

Child Care Quality and Child Development

Araujo¹,

Dormal²,

Schady³

2017

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work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose, as provided below. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail.Note that link provided above includes additional terms and conditions of the license. AbstractDevelopment in early childhood predicts schooling and labor market outcomes in adulthood. In this paper we use a fixed effects identification strategy to assess how differences in the quality of child care affect the communication, fine motor, and problem solving skills of infants and toddlers. We show that children have significantly better development outcomes in classrooms with more experienced caregivers, and classrooms with caregivers who demonstrate higher-quality interactions with children. There is substantial heterogeneity in the effects of caregiver quality on child development. Parents either cannot observe, or do not value, the quality of care.JEL codes: I00, I10, I20, I25, I30, I38, J13.

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Child Care Quality Matters: How Conclusions May Vary With Context

Cited by 295 publications

References 19 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

Testing a series of causal propositions relating time in child care to children’s externalizing behavior.

Child Care Quality and Child Development

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