Do Stability of Care and Teacher–Child Interaction Quality Predict Child Outcomes in Early Head Start?

Choi, Ji Young; Horm, Diane; Jeon, Shinyoung; Ryu, Dahyung

doi:10.1080/10409289.2018.1546096

Cited by 29 publications

(19 citation statements)

References 22 publications

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“…We then included three dummy variables to describe the reporting parent's level of education as a general proxy for socioeconomic status-high school diploma or GED or less, some college or two-year degree, and four-year degree (higher than a four-year degree as reference). All covariates used in the study have been shown to predict children's outcomes in other work (Choi et al, 2019;Powell et al, 2010;Reardon & Portilla, 2016), and are the same covariates used in our other published studies with these data (e.g., Guerrero-Rosada et al, 2021;McCormick et al, 2021).…”

Section: Family Characteristicsmentioning

confidence: 99%

Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data.

McCormick¹,

Pralica²,

Weiland³

et al. 2022

Developmental Psychology

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The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from students (N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten (PreK) program as well as features of their kindergarten instruction measured at the child-and classroom-levels using surveys and observations. Taken together, findings revealed limited evidence for the sustaining environments hypothesis. The bulk of the results were null, indicating that in general, associations between enrollment in BPS PreK and language, literacy, and math skills through the spring of kindergarten did not vary by kindergarten instructional experiences. When examining distinct types of instructional experiences, there were some inklings that child-level observational measures of kindergarten learning experiences-particularly those capturing constrained versus unconstrained instruction-were more predictive of PreK persistence than observed global classroom quality measures or survey-based measures of advanced instruction. However, these associations were not always specific to outcomes matching the content delivered during this instruction (math vs. literacy), consistent with the possibility of either cross-domain effects or that instructional variables are proxies for more general instructional practices. Findings for future research and theory are discussed.

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Section: Family Characteristicsmentioning

confidence: 99%

Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data.

McCormick¹,

Pralica²,

Weiland³

et al. 2022

Developmental Psychology

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show abstract

“…Indeed, Sabol et al (2013), in a meta-analysis of two comprehensive United States studies, have shown that this process quality variable, as measured by the Classroom Assessment Scoring System (CLASS; Pianta et al 2008), has the best predictive value for children's cognitive, language, and socioemotional development. Accordingly, interaction quality is a key variable to measure to ensure a positive effect of ECS on child development (Choi et al 2019;Mortensen and Barnett 2015;Ulferts et al 2019;Williford et al 2013).…”

Section: Educational Quality In Early Childcarementioning

confidence: 99%

“…The prominent role of adult interactions on child development can be explained by Hamre and Pianta's ( 2007) Teaching Through Interactions model, which states that the sense of security originating from a sensitive and stable relationship with an adult allows children to manage their emotions, take risks, and acquire abilities and skills. Several empirical studies have offered support for this model by showing gains in social and academic skills linked to adult-child interaction quality (e.g., Choi et al 2019;Conroy et al 2015;Hu et al 2019;Leyva et al 2015).…”

Section: Educational Quality In Early Childcarementioning

confidence: 99%

Profiles of teacher–child interaction quality in groups of 3-year-old children in Quebec and France

et al. 2021

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Theory and studies support that educational quality may differ according to socio-political context even in states with similar cultures. Based on a secondary analysis of data, this study aims at identifying latent profiles of adult–child interaction quality in groups of three-year-old children in Quebec’s (Canada) early childhood centers and France’s kindergarten classrooms using the CLASS Pre-K. This study also aims to explore existing associations between identified profiles, socio-political contexts, and structural characteristics (staff qualifications, ages, group size). Latent profile analyses showed four interaction quality profiles, namely a high-quality profile (HQ), a medium–high-quality profile (MHQ), a medium quality profile (MQ), and a medium–low-quality profile (MLQ). The scores of the three CLASS Pre-K domains associated with identified profiles show a higher average interaction quality in Quebec compared with France, suggesting a more favorable sociocultural context for interaction quality in Quebec. As for characteristics of structural quality, analyses suggest that the group size variable is significantly associated with scores of interaction quality, with the HQ and the MHQ profiles showing a significantly lower group size than the MQ and MLQ profiles. Age is also significantly associated with profiles, exhibiting a general trend of younger participants found in higher quality profiles. Courses of action to enhance French policies are discussed.

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“…Three recent studies have examined both caregiver quality and stability for infants and toddlers in center‐based care (Choi, Horm, Jeon, & Ryu, 2018; Horm et al, 2018; Ruprecht, Elicker, & Choi, 2016). Based on a nationally representative sample of Early Head Start programs, caregiver instability from 12 to 36 months was not related to receptive language skills at 36 months, but was related to higher levels of teacher‐reported problem behaviors and lower social competence at 36 months.…”

mentioning

confidence: 99%

“…Based on a nationally representative sample of Early Head Start programs, caregiver instability from 12 to 36 months was not related to receptive language skills at 36 months, but was related to higher levels of teacher‐reported problem behaviors and lower social competence at 36 months. The latter effect was mitigated by being in a more emotionally and behaviorally supportive classroom (Choi et al, 2018). Conversely, for children in Educare programs, having the same Early Head Start teacher from birth to 36 months was associated with lower teacher‐reported behavioral concerns and higher self‐control and initiative at 36 months, but these associations were no longer significant after children transitioned to Head Start (Horm et al, 2018).…”

mentioning

confidence: 99%

Infant and Toddler Child‐Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes

et al. 2020

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This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. Quality was measured separately as caregiver-child verbal interactions and caregiver sensitivity, and stability was measured as having fewer sequential childcare caregivers. This longitudinal examination involved a subsample (N = 1,055) from the Family Life Project, a representative sample of families living in rural counties in the United States. Structural equation modeling revealed that children who experienced more positive caregiver-child verbal interactions had higher 36-month language skills, which indirectly led to higher kindergarten academic and social skills. Children who experienced more caregiver stability had higher kindergarten social skills.

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Do Stability of Care and Teacher–Child Interaction Quality Predict Child Outcomes in Early Head Start?

Cited by 29 publications

References 22 publications

Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data.

Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data.

Profiles of teacher–child interaction quality in groups of 3-year-old children in Quebec and France

Infant and Toddler Child‐Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes

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