Early Childcare and Education

Burchinal, Margaret; Magnuson, Katherine; Powell, Douglas R.; Hong, Sandra Soliday

doi:10.1002/9781118963418.childpsy406

Cited by 67 publications

(91 citation statements)

References 286 publications

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“…Child care quality can be considered the most important aspect in capturing the proximal processes occurring within children’s child care microsystems (Burchinal, et al, 2015). In this study, we measured quality from 6–36 months as provider-child positive interactions and at pre-K as global classroom quality.…”

Section: Discussionmentioning

confidence: 99%

“…Optimal child care providers are those who view themselves as integral to children’s academic learning, respond to individual children’s needs, and engage children by drawing on their interests to promote ideal learning environments (Burchinal, Magnuson, Powell, & Hong, 2015). Such care providers use their relationships with and knowledge of children to draw them into learning social and academic skills and reinforce that learning in a progressive scaffolded way over time (Bodrova & Leong, 2006; Vygotsky, 2001).…”

Section: Multiple Child Care Arrangementsmentioning

confidence: 99%

“…Higher-quality child care has been consistently linked to children’s school readiness skills (Burchinal et al, 2015; Li, Farkas, Duncan, Burchinal, & Vandell, 2013). In the only known study examining moderation of multiple arrangements and quality, Tran and Weinraub (2006) found that when children experienced lower-quality care in their primary arrangements, children who were in fewer arrangements had higher language scores.…”

Section: Moderation By Type and Qualitymentioning

confidence: 99%

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Rural families’ use of multiple child care arrangements from 6 to 58 months and children’s kindergarten behavioral and academic outcomes

Bratsch‐Hines

Mokrova

Vernon–Feagans

2017

Early Childhood Research Quarterly

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Non-parental child care prior to kindergarten is a normative experience for the majority of children in the United States, with children commonly experiencing multiple arrangements, or more than one concurrent child care arrangement. The experience of multiple arrangements has predominantly been shown to be negatively related to young children’s health and behavioral outcomes. The present study examined the use of multiple concurrent arrangements for children in the Family Life Project, a representative sample of families living in six high-poverty rural counties. Using the full sample of 1,292 children who were followed from six months to kindergarten, this study examined the associations between the number of child care arrangements averaged across six time points and children’s behavioral and academic outcomes in kindergarten. After including a number of control variables, regression results suggested that a greater number of arrangements prior to kindergarten were related to higher levels of teacher-reported negative behaviors, but not positive behaviors, and letter-word decoding skills, but not mathematics skills, though effect sizes were small. Moderation analyses by child care type and quality were conducted, with no evidence emerging that findings varied by type or quality of care.

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Section: Discussionmentioning

confidence: 99%

Section: Multiple Child Care Arrangementsmentioning

confidence: 99%

Section: Moderation By Type and Qualitymentioning

confidence: 99%

See 1 more Smart Citation

Rural families’ use of multiple child care arrangements from 6 to 58 months and children’s kindergarten behavioral and academic outcomes

Bratsch‐Hines

Mokrova

Vernon–Feagans

2017

Early Childhood Research Quarterly

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“…Beginning in the child's first year, >50% of all children experience nonparental child care, and by the preschool years, >75% of children are in some type of nonparental child care (Federal Interagency Forum on Child and Family Statistics, 2011). SES is a strong predictor of child care usage (Burchinal et al, 2015). Not surprising, families are most likely to use child care when parents are employed; increases in maternal employment over the past 40 years largely account for the high proportion 3 of children in child care (Burchinal et al, 2015).…”

Section: Family Demographic Characteristicsmentioning

confidence: 99%

Child Care Experiences Among Dual Language Learners in the United States

Espinosa

LaForett²,

Burchinal

et al. 2017

AERA Open

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Although quality center-based child care is helpful in promoting school readiness for dual language learners (DLLs), little is known about the nonparental child care that young DLL children experience. DLL status is often confounded with immigrant status, ethnicity, and poverty. Using nationally representative data from the Early Childhood Longitudinal Study–Birth Cohort, we examined child care experiences with repeated cross-sectional analyses at 9, 24, and 52 months for DLL and non-DLL children. After accounting for demographic and contextual factors, we found few differences in the quality and type of child care experienced by DLL children and children who hear only English in the home. Child care experiences were more related to country of origin, ethnicity, or immigrant status than DLL status. Nonparental caregivers were more likely to speak the child’s home language in home-based care than center care. Findings illustrate the importance of distinguishing among DLL status, socioeconomic status, ethnicity, country of origin, and immigrant status when considering the child care experiences of DLLs.

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“…Extensive ECEC literature documents positive effects of attending high-quality preschools (3-5 years old) on child development outcomes, such as academic, social or executive function skills (e.g., Abreu-Lima et al 2013;Anders et al 2013;Bryant et al 2003;Burchinal et al 2015;Lehrl, Kluczniok, and Rossbach 2016;NICHD 6 classrooms some previous studies found that the quality of relationships between caregivers and children tended to be higher when group size was lower (e.g., Deynoot-Schaub and Riksen-Walraven 2005;NICHD ECCRN 2000) and when ratios were also lower (e.g., Barros and Aguiar 2010;Cost, Quality, & Child Outcomes Study Team 1995;Jamison et al 2014). Furthermore, significant associations were found between a greater number of adults and higher caregiver sensitivity (e.g., Goelman et al 2006).…”

Section: Importance Of Global Ecec Quality and Caregiver-child Interamentioning

confidence: 99%

The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

Barros

Cadima

Pinto

et al. 2017

Research Papers in Education

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Recent research has shown that caregiver education and training can be important in determining levels of quality in early childhood, but has mainly considered the education and training of the lead teacher. In infant childcare, however, classrooms have more than one caregiver with varying levels of education and in Portugal it is less common to have a qualified teacher exclusively assigned to infant classrooms.This study examines the quality of caregiver-child interactions in infant classrooms and its association with caregiver qualifications and training, specifically the level of pre-service education and in-service training of the lead caregiver, whether she is exclusively assigned to an infant classroom or to more classrooms, and the pre-service holding at least a bachelor degree, whether exclusively assigned to the infant classroom or not, showed higher levels of quality. Few effects were found for inservice training. Results suggest that lead teachers with pre-service education in early childhood are likely to play an important role not only directly by interacting with children but also indirectly through team work.

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Early Childcare and Education

Cited by 67 publications

References 286 publications

Rural families’ use of multiple child care arrangements from 6 to 58 months and children’s kindergarten behavioral and academic outcomes

Rural families’ use of multiple child care arrangements from 6 to 58 months and children’s kindergarten behavioral and academic outcomes

Child Care Experiences Among Dual Language Learners in the United States

The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

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