Is cognitive development at three years of age associated with ECEC quality in Norway?

Abstract

In countries with universal access to early childhood education and care (ECEC), child participation is high across a range of socioeconomic groups. However, ECEC quality is often varying, and many children spend much time in ECEC settings that are not necessarily high quality. In this observational study, we therefore examined the relationship between observed ECEC quality and children's cognitive development at age three years in Norway-a country that provides universal access to ECEC from age one. The sample comprised 800 children, enrolled in 83 ECEC centers, who were assessed in verbal and non-verbal cognitive ability. ECEC quality was measured with the Infant/Toddler Environment Rating Scale (ITERS-R), and cognitive outcomes were measured with the Naming Vocabulary and Picture Similarities subtests of the British Ability Scales III (BAS III). The results showed that children's cognitive development at age three was not associated with ECEC quality; irrespective of socioeconomic background.

Can Pre-Academic Activities in Norway’s Early Childhood Education and Care Program Boost Later Academic Achievements in Preschoolers at Risk?

“…Notably, the narrow between-class standard deviations in ITERS-R score also indicate that few centers excel in general language stimulation. A study using the same data did not find any association between ITERS-R score and cognitive skills in 3-year-olds (Eliassen et al, 2018). Although these studies were of younger children than those in our study, this may indicate that children in Norwegian ECEC centers experience somewhat limited general academic stimulation apart from what takes place in the preschool activities.…”

“…While there exists socio-demographic selection into early ECEC in Norway as well (Sibley, Dearing, Toppelberg, Mykletun, & Zachrisson, 2015;Zachrisson, Janson, & Naerde, 2013), it does not seem to be systematic selection into the process-and instructional quality of the centers (Eliassen, Zachrisson, & Melhuish, 2018). Given the relatively homogenous structural quality across centers (Winsvold & Guldbrandsen, 2009), it is unlikely that there should be strong selection into centers with a particularly focus on pre-academic activities.…”

The relationship between structural factors and interaction quality in Norwegian ECEC for toddlers

“…Two other studies from the BePro project have also used the ITERS-R. In the first one, Eliassen et al (2018) used the total ITERS-R score to investigate associations between ECEC quality and children's cognitive development. Their results showed no concurrent associations between children's cognitive development and ECEC quality.…”

Literature review on early childhood education and care for children under the age of 3

“…Overall, the literature suggests that staff in home-based settings for children under age 3, in comparison to staff working in centre-based settings, is less likely to have higher educational qualifications and specialised training in early childhood (Bigras et al, 2010 [89]; Eckhardt and Egert, 2018 [4]; Groeneveld et al, 2010 [90]; OECD, 2018 [1]). Home-based providers are also more likely to have less access to resources and supports and fewer opportunities for professional development than centre-based staff (OECD, 2018 [1]; Tonyan, 2017 [91]).…”

“…A more recent study, conducted in Germany, found that the proportion of dual language infants and toddlers in groups was significantly lower in home-based provision when compared to infant/toddler centres (Eckhardt and Egert, 2018 [4]). One possible explanation might hinge on specific implemented policies that directly aim at increasing disadvantaged families' participation in ECEC centres.…”