The purpose of this investigation was to examine the relationship of day care quality and vocabulary comprehension in preschool children while controlling for the effects of socioeconomic status (SES) and family structure. The Peabody Picture Vocabulary Test was administered to 100 children from 10 day care centers rated as either high or low on the Harms & Clifford (1980) Early Childhood Environment Rating Scale. SES was measured using the Nock & Rossi Home Prestige Scale (1979). Family structure was defined as one versus two parent families. Hierarchical multiple regression analyses were used to examine these relationships. Results indicated that both SES and day care quality are significantly related to vocabulary comprehension, and further, day care quality seems especially important in single parent, mother-headed households. The need for high quality day care, especially for low SES, single parent families was discussed. RESUME Le but de cette etude est d'examiner la relation entre la qualite des garderies et la comprehension du vocabulaire chez les enfants d'age prescolaire tout en ayant des groupes de controle pour etudier les effets du statut socioeconomique (SSE) et de la structure familiale. Le Picture Vocabulary Test de Peabody a ete donne dans dix garderies, a 100 enfants qui se classaient soit a un haut niveau, soit a un bas niveau de 1'echelle Childhood Environment Rating Scale (1980) de Hans et de Clifford. Le SSE est evalue en fonction de 1'echelle Home Prestige Scale (1979) de Nock et de Rossi. La structure familiale est definie comme famille ayant un ou deux parents. Des analyses de regression multiple a hierarchies ont ete utilisees pour examiner ces relations. Les resultats indiquent que le SSE et la qualite des garderies sont relies d'une facon importante a la comprehension du vocabulaire et, de plus, que la qualite des garderies semble etre particulierement important dans le cas des families monoparentales, oil la mere a la garde des enfants. On traite du besoin des garderies de qualite. notamment dans le cas des families monoparentales dont le SSE est bas.
The purpose of this study was to examine parental selection criteria and satisfaction with day care, knowledge about centre philosophy, teacher education and quality of the day-care environment. Parents (n = 261) and educators (n = 94) in 44 non-profit centres in three Canadian cities participated. Parent knowledge was assessed by phone interview, and day-care quality was rated. Many parents reported knowledge of the centre’s philosophy and were highly satisfied with the care but sometimes held inaccurate views of the teacher’s education. Parent education positively predicted parental knowledge of centre philosophy, while a trend was evident between parent knowledge of centre philosophy and the quality of the day-care environment (i.e. educator–child interaction), after accounting for site effects. Given that parent knowledge about their child’s day-care experience may sometimes be incomplete, more frequent and informative parent–educator communication is required, particularly about children’s learning and development.
Recent research on child care is reviewed with respect to the effects of (a) licensing/regulation and (b) teacher education on the provision of high quality care for young children and developmental outcomes. A model is proposed indicating direct and indirect links between licensing and regulation, teacher education, the quality of child care and child development outcomes. Discussion focusscs on critical differences in American and Canadian demographics and attitudes (i.e., cultural, social, linguistic, economic, political) and how this influences interpretation of research findings. Using the characteristics of the Canadian context as a guiding framework, recommendations arc made for national standards for (a) licensing and regulation of child care and, (b) teacher education.
Co I I cordia I 1 it icersd yThe purpose of this study was to meawre the relationship between the WPPSI IQs and subtest scaled scorn in preschool children and their reading achievement in grade one. Twenty4 ht suburban middle class children were given the WPPSI at yes three to 8ve and retested with the Gray Oral Reading Test near the en of first grade. Significant correlations between WPPSI IQs and reading were found. These correlations were similar in magnitude to those obtained between WPPSI 1% of kindergarten children and,grade ! ne leading. Further study of the predictive power of the Geometnc Designs and Arithmetic subtevts was suggested on t.he basis of correlations obtained between these subtmtx and later reading scorm.
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