Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs

Burchinal, Margaret; Vandergrift, Nathan; Pianta, Robert C.; Mashburn, Andrew J.

doi:10.1016/j.ecresq.2009.10.004

Cited by 612 publications

(385 citation statements)

References 33 publications

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“…Research on threshold effects in the classroom quality-child outcome association has suggested larger benefits for children's development when classroom quality is in the good to high range (Burchinal et al, 2009) and that high-quality classrooms may be necessary to improve children's developmental outcomes (Burchinal, Vandergrift, Pianta, & Mashburn, 2010). Thus, it seems reasonable to hypothesize that our results could be due to the homogeneous low quality found among participating classrooms in this study.…”

Section: Discussioncontrasting

confidence: 41%

Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes

Pinto

Pessanha

Aguiar

2013

Early Childhood Research Quarterly

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a b s t r a c tThis study examined the joint effects of home environment and center-based child care quality on children's language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children's language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children's language and early literacy skills -but not communication skills -at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children's language and early literacy outcomes: positive associations among home environment quality and children's developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms.

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Section: Discussioncontrasting

confidence: 41%

Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes

Pinto

Pessanha

Aguiar

2013

Early Childhood Research Quarterly

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“…The second and third assessments were taken from the WoodcockJohnson Psycho-Educational Battery-Revised (Woodcock, McGrew, & Mather, 2001) and measured math (Applied Problems), and reading ability (Letter-Word Recognition). These three outcomes were chosen because of their well-documented psychometric properties and their widespread use in other studies examining the association between child care quality and children's academic achievement (e.g., Burchinal et al, 2011;Burchinal, Vandergrift, Pianta, & Mashburn, 2010;Keys et al, 2013;Preschool Curriculum Evaluation Research Consortium, 2008). Each study site administered the child assessments at the beginning and end of their preschool year (fall 2003 and spring 2004).…”

Section: Methodsmentioning

confidence: 99%

Preschool center care quality effects on academic achievement: An instrumental variables analysis.

Auger¹,

Farkas²,

Burchinal³

et al. 2014

Developmental Psychology

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“…Because research suggests that the magnitude of the association between child care quality and children's developmental outcomes is larger at higher levels of quality than at lower levels (Burchinal, Vandergrift, Pianta, & Mashburn, 2010), higher-quality child care classrooms might be necessary for correlations between child care quality and children's sophisticated engagement.…”

Section: Variables Associated With Child Engagement In Center-based Tmentioning

confidence: 99%

Consistency of toddler engagement across two settings

Aguiar

McWilliam

2013

Early Childhood Research Quarterly

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a b s t r a c tThis study documented the consistency of child engagement across two settings, toddler child care classrooms and mother-child dyadic play. One hundred twelve children, aged 14-36 months (M = 25.17, SD = 6.06), randomly selected from 30 toddler child care classrooms from the district of Porto, Portugal, participated. Levels of engagement were coded, and sophisticated engagement, but not nonengagement, was consistent across settings. Consistency in children's sophisticated engagement was primarily accounted for by chronological age. Children spent more time in sophisticated behaviors and less time nonengaged during mother-child dyadic play than in center-based child care. For sophisticated engagement, effects of child predictors were stronger than effects of environmental features; whereas for nonengagement, effects of environmental features were stronger than effects of child predictors. Findings suggest children's sophisticated engagement may be generalizable across settings, as a function of age, whereas their nonengagement is most likely context dependent.

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Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs

Cited by 612 publications

References 33 publications

Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes

Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes

Preschool center care quality effects on academic achievement: An instrumental variables analysis.

Consistency of toddler engagement across two settings

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