Family and classroom correlates of head start children's developmental outcomes

Bryant, Donna; Burchinal, Margaret; Lau, Lisa B.; Sparling, Joseph

doi:10.1016/0885-2006(94)90011-6

Cited by 174 publications

(106 citation statements)

References 28 publications

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“…The measures of observed quality employed (especially for the ECERS-R) have been linked to other measures of child care quality and to children's outcomes in general (Bryant, Burchinal, Lau, & Sparling, 1994;Dunn, 1993, Peisner-Feinberg et al, 2001and Whitebook et al, 1990. Comparisons are reported with the caveat that of the observational measures used, only the ECERS-R has extensive evidence supporting its appropriateness for use in culturally diverse and inclusive programs (Harms & Riley, 2005).…”

Section: Discussionmentioning

confidence: 99%

Child care for children with and without disabilities: The provider, observer, and parent perspectives

Knoche

Peterson

Edwards

et al. 2006

Early Childhood Research Quarterly

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Section: Discussionmentioning

confidence: 99%

Child care for children with and without disabilities: The provider, observer, and parent perspectives

Knoche

Peterson

Edwards

et al. 2006

Early Childhood Research Quarterly

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“…Similarly, Bryant and colleagues found that children in higher quality Head Start programs performed better on cognitive tests of problem solving and reasoning, especially if these children were from better home environments (Bryant, Burchinal, Lau, & Sparling, 1994). It appears some learning supports must be available in the home for children to profit from quality child care.…”

Section: Developmental Effects Of Child Care and Povertymentioning

confidence: 99%

Quality child care supports the achievement of low-income children: Direct and indirect pathways through caregiving and the home environment

McCartney

Dearing

Taylor

et al. 2007

Journal of Applied Developmental Psychology

206

137

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Existing studies of child care have not been able to determine whether higher quality child care protects children from the effects of poverty, whether poverty and lower quality child care operate as dual risk factors, or whether both are true. The objective of the current study was to test two pathways through which child care may serve as a naturally occurring intervention for low-income children: a direct pathway through child care quality to child outcomes, and an indirect pathway through improvements in the home environment. Children were observed in their homes and child care settings at 6, 15, 24, and 36 months. An interaction between family income-to-needs ratio and child care quality predicted School Readiness, Receptive Language, and Expressive Language, as well as improvements in the home environment. Children from low-income families profited from observed learning supports in the form of sensitive care and stimulation of cognitive development, and their parents profited from unobserved informal and formal parent supports. Policy implications are discussed.

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“…There is considerable evidence that children receiving high quality child care demonstrate better developmental outcomes than children in low quality care (Burchinal, Roberts, Nabors, & Bryant, 1996;Cost, Quality and Child Outcomes Study Team, 1995;NICHD, 1999), and this is particularly the case for low-income children (Bryant, Burchinal, Lau, & Sparling, 1994;Peisner-Feinberg & Burchinal, 1997;Phillips, Voran, Kisker, Howes, & Whitebook, 1994;Vandell & Corasaniti, 1990).…”

Section: Introductionmentioning

confidence: 99%

Regulation, subsidy receipt and provider characteristics: What predicts quality in child care homes?

Raikes¹,

Raikes

Wilcox³

2005

Early Childhood Research Quarterly

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Far less is known about predictors of quality for family child care homes than for child care centers. The current study of 120 randomly-selected family child care providers in four Midwestern states examined distal, state policy-level variables (family child care regulations and the concentration of children cared for who received public child care subsidies, referred to as subsidy density), and proximal, provider-level variables (providers' level of education and reported annual training hours) as influences on global quality and caregiver sensitivity. More regulation, lower subsidy density, higher levels of provider education and more training hours were associated with higher global quality in family child care homes. Lower subsidy density and higher provider education were associated with more sensitive caregiving, but no effects on sensitivity were observed for regulation and training hours. An interaction effect indicated that regulation moderated the relation between education and sensitivity; education was especially important for sensitive caregiving among providers low in regulation. In addition, after including all predictor variables in the model, significant mean differences between states were noted. Findings demonstrate that both policy-level variables and provider characteristics influence quality in family child care homes, and further, that they may interact to affect observed child care quality. Implications for state child care policies are discussed with emphasis on implications for quality of care for low-income children whose tuition is paid by public child care subsidies.

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Family and classroom correlates of head start children's developmental outcomes

Cited by 174 publications

References 28 publications

Child care for children with and without disabilities: The provider, observer, and parent perspectives

Child care for children with and without disabilities: The provider, observer, and parent perspectives

Quality child care supports the achievement of low-income children: Direct and indirect pathways through caregiving and the home environment

Regulation, subsidy receipt and provider characteristics: What predicts quality in child care homes?

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