TY - JOUR
T1 - ECE quality indicators and child outcomes
T2 - Analyses of six large child care studies
AU - Soliday Hong, Sandra L.
AU - Sabol, Terri J.
AU - Burchinal, Margaret R.
AU - Tarullo, Louisa
AU - Zaslow, Martha
AU - Peisner-Feinberg, Ellen S.
N1 - Funding Information:
Research reported in this publication was supported primarily by the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation: Contract Number HHSP23320095642WC awarded to Mathematica Policy Research and partners Child Trends and the University of North Carolina-Chapel Hill (UNC-CH). Additional support came from the Institute for Education Sciences–funded postdoctoral fellowship R305B100028 award to UNC-CH. The original data collection for the Georgia Pre-Kindergarten Evaluation study was supported by funding from Bright from the Start: Georgia Department of Early Care and Education, Contract #46900-621-V12UNC009, awarded to UNC-CH. The original data collection for the NC Pre-Kindergarten Evaluation studies was supported by funding from the NC Department of Health and Human Resources and the More at Four Program, Contract #2090002872, and from the NC Department of Public Instruction, Contract #EP4468139, awarded to UNC-CH. The content is solely the responsibility of the authors and does not represent the official views of these funders. We thank the researchers, programs, and families that participated in the studies included in the meta-analyses.
Publisher Copyright:
© 2019 Elsevier Inc.
PY - 2019/10/1
Y1 - 2019/10/1
N2 - Practice and policy in early childhood education rely heavily on professional expertise and guidelines developed from research on early care and education (ECE) quality, but these guidelines have not been extensively researched. Data from six large studies of ECE quality were analyzed to relate structural and process quality indicators based on professional guidelines to children's language, literacy, math, and social outcomes. Results indicated small gains related to some quality indicators (e.g., quality of teacher–child interactions, curriculum, and teacher and director education) for some of the preschoolers’ outcomes, but not other indicators (e.g., global quality, group size). Combining quality indicators into a single index also predicted gains in preschoolers’ language and literacy scores, but effect sizes for the quality rating were smaller than for individual indicators.
AB - Practice and policy in early childhood education rely heavily on professional expertise and guidelines developed from research on early care and education (ECE) quality, but these guidelines have not been extensively researched. Data from six large studies of ECE quality were analyzed to relate structural and process quality indicators based on professional guidelines to children's language, literacy, math, and social outcomes. Results indicated small gains related to some quality indicators (e.g., quality of teacher–child interactions, curriculum, and teacher and director education) for some of the preschoolers’ outcomes, but not other indicators (e.g., global quality, group size). Combining quality indicators into a single index also predicted gains in preschoolers’ language and literacy scores, but effect sizes for the quality rating were smaller than for individual indicators.
KW - Early care and education
KW - Process quality
KW - Replication
KW - Research to policy
KW - School readiness
KW - Structural quality
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U2 - 10.1016/j.ecresq.2019.06.009
DO - 10.1016/j.ecresq.2019.06.009
M3 - Article
AN - SCOPUS:85069656438
SN - 0885-2006
VL - 49
SP - 202
EP - 217
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
ER -
