Assessing child-care quality with a telephone interview

Measurement of quality in preschool child care classrooms: An exploratory and confirmatory factor analysis of the early childhood environment rating scale-revised

“…However, recent research with the revised version of the scale yielded only one factor (Holloway et al, 2001). In addition, in a sample of higher quality facilities, Perlman et al (2004) did not support the seven aspects of quality identified by the subscales.…”

“…The use of factor analysis techniques to reduce the scale can also provide insight into underlying unique dimensions of quality rather than a single global indicator. Several factor analyses have been completed on the both the original ECERS (Harms & Clifford, 1980;Howes, Phillips, & Whitebook, 1992; Phillipsen, Bruchinal, Howes, & Cryer, 1997;Scarr et al, 1994) and the revised version (Holloway, Kagan, Fuller, Tsou, & Carroll, 2001;Perlman, Zellman, & Le, 2004;Sakai, Whitebook, Wishard, & Howes, 2003) with different results. Limited sample sizes in these past studies have not permitted both exploratory and confirmatory factor analytic techniques to be used.…”

Subsidizing child care: How child care subsidies affect the child care used by low-income African American families

“…For this study, we found the total score reliability to be .91, with reliability on the subscales ranging from .53 (Personal Care Routines) to .89 (Activities). Higher scores on the ECERS and/or ECERS-R have been found to be positively correlated with teacher's education (Cassidy, Buell, Pugh-Hoese, & Russell, 1995;Holloway, Kagan, Fuller, Tsou, & Carroll, 2001;Howes, Whitebrook, & Phillips, 1992), and several child outcomes, including better cognitive linguistic, and communicative performance (Burchinal et al, 2000a(Burchinal et al, , 2000bPeisner-Feinberg & Burchinal, 1997), and better math skills (Burchinal et al, 2000a;Peisner-Feinberg et al, 2001). …”

“…For this study, we found the total score reliability to be .71. Scores on the FDCRS have been shown to be associated with structural measures of quality such as group size (Holloway et al, 2001), ratios (Kontos, Howes, Shin, & Galinsky, 1995), teacher education (Fiene et al, 2002;Holloway et al, 2001), and training (Kontos, Howes, & Galinsky, 1996). Higher scores have also been shown to be related to the use of a curriculum (Fiene et al, 2002).…”

Quality of Childcare Influences Children's Attentiveness and Emotional Regulation at School Entry

“…Encouragingly, recent research revealed a high level of agreement between carer-report and direct observation of child care quality. 33 Secondly, we used parent report measures to assess children's self-regulation which are likely subject to measurement error. However, we were interested in examining children's ability to regulate attention, emotion and behaviour in their everyday lives rather than their capacity to regulate as measured by objective assessments of children's regulatory capabilities.…”