Ii. Quality Thresholds, Features, and Dosage in Early Care and Education: Methods

Burchinal, Margaret; Xue, Yange; Auger, Anamarie; Tien, Hsiao-Chuan; Mashburn, Andrew J.; Cavadel, Elizabeth; Peisner-Feinberg, Ellen

doi:10.1111/mono.12237

Cited by 54 publications

(34 citation statements)

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“…Of the 53 linear associations, 10 were statistically significant. Stronger associations between observed quality and children's outcomes were seen in countries with lower quality center care (e.g., China and Portugal) and classrooms with higher quality in threshold analyses .…”

Section: Research On Ece Quality and Children's Outcomesmentioning

confidence: 94%

“…The observed associations were sometimes larger in threshold studies that asked whether ECE quality was a stronger predictor in preschool classrooms with moderate to high levels of teachers’ emotional or instructional support for children than in classrooms with low levels of teachers’ support (cf. ). However, even in higher quality classrooms, most effect sizes tend to be modest .…”

Section: Research On Ece Quality and Children's Outcomesmentioning

confidence: 97%

“…). However, even in higher quality classrooms, most effect sizes tend to be modest . Although these findings may be conservative because the U.S. studies were typically of ECE programs with performance quality standards that ensured group size, ratios, and high standards of teacher education, the nationally representative Early Childhood Longitudinal Survey–Birth Cohort (ECLS–B) sample did not yield significant associations between ERS and any children's outcomes .…”

Section: Research On Ece Quality and Children's Outcomesmentioning

confidence: 97%

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Measuring Early Care and Education Quality

Burchinal

2017

Child Dev Perspectives

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268

186

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High‐quality early care and education (ECE) programs are thought to increase opportunities for all children to succeed in school, but recent findings call into question whether these programs affect children as anticipated. In this article, I examine research relating the quality of ECE to children's outcomes, finding somewhat inconsistent and modest associations with widely used measures of process and structural quality, and more consistent and stronger associations with other dimensions of ECE such as curricula and type of ECE program. I discuss why the associations between ECE quality and outcomes are so modest, including limited children's outcomes, psychometric issues with quality measures, and a need to revise and expand measures of ECE quality. The evidence indicates that we need to focus on the content of instruction and teaching practices, as well as the extent to which teachers actively scaffold learning opportunities. We also need to continue to focus on the quality of interactions between teachers and children, and on children's access to age‐appropriate activities.

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Section: Research On Ece Quality and Children's Outcomesmentioning

confidence: 94%

Section: Research On Ece Quality and Children's Outcomesmentioning

confidence: 97%

Section: Research On Ece Quality and Children's Outcomesmentioning

confidence: 97%

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Measuring Early Care and Education Quality

Burchinal

2017

Child Dev Perspectives

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268

186

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“…The shift from parental care to institutional center-based care therefore gives rise to questions about how children are affected cognitively. Since cognitive abilities early in life predict future development and life chances (e.g., Knudsen, Heckman, Cameron, & Shonkoff, 2006;Shonkoff & Phillips, 2000), providing high quality care and stimulating ECEC environments has frequently been proposed as a way of reducing social disparities in children's development (e.g., Burchinal, Zaslow, & Tarullo, 2016;Heckman, 2006;OECD, 2012).…”

mentioning

confidence: 99%

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

Eliassen

Zachrisson

Melhuish

2017

European Early Childhood Education Research Journal

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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.

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“…Non-experimental studies relating classroom quality ratings to growth in child outcomes over the course of the year suggest that the classroom observational measures must be in the good to high range (5-7) to predict children's academic skill growth, and even then the associations are weak. Several studies indicate that increases in rating scales of one standard deviation (sd) are associated with 0.1 to 0.2 sd increases in early literacy or numeracy (Burchinal, Kainz, & Cai, 2011;Burchinal, Vandergrift, Pianta, & Mashburn, 2010;Burchinal et al, 2015;Burchinal, Zaslow, & Tarullo, 2014;Sabol, Hong, Pianta, & Burchinal, 2013).…”

Section: Process Regulation and Monitoringmentioning

confidence: 99%

Boosting School Readiness with Preschool Curricula

Nguyen¹,

Duncan²,

Jenkins³

2019

Sustaining Early Childhood Learning Gains

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Both federal and state governments regulate the quality and curricula of early childhood education programs in hopes of promoting the school readiness of disadvantaged children. We draw on data from the experimental Preschool Curriculum Evaluation Research Initiative Study to provide an aggregated look at the impacts of four types of preschool curricula (literacyfocused, math-focused, whole-child and locally developed) on classroom processes as well as children's academic and socioemotional outcomes. The math curriculum included in the study boosted both classroom math activities and children's math achievement relative to the two whole-child curricula (HighScope and Creative Curriculum) found in most Head Start and pre-K classrooms. Also relative to HighScope and Creative Curriculum, the literacy curricula increased early literacy achievement despite producing no statistically significant differences in classroom activities or teacher-child interactions. Although Creative Curriculum produced much more positive classroom processes than locally developed curricula, it failed to improve either the academic achievement or behavior of preschool children relative to the local curricula. Implications for Head Start and pre-K curricula choice and the utility of widely used classroom rating scales are discussed. ! ! 2 Boosting School Readiness with Preschool Curricula ! ! 3Prominent alternatives (or supplements) to whole-child curricular approaches target specific skills, typically literacy or numeracy. In contrast to whole-child curricula, these curricula assume that children benefit most from sequenced, explicit instruction intended to promote skills in a specific content area -typically literacy, math, or socio-emotional skills. Consistent with whole-child approaches, most of these academic-skill curricula include both large and small group activities and also provide opportunities for free play and exploration Wasik & Hindman, 2011).Given the wide array of choices available to policymakers, it is important to determine the comparative effectiveness of different types of curricula in promoting school readiness, a task that few studies have attempted. Our analysis uses data from the Preschool Curriculum Evaluation Research Initiative Study (PCER, 2008), a large multi-site random-assignment experimental study focused on a diverse set of preschool curricula, to investigate whether the type of curricula four-year olds experience differentially affects the development of their math, literacy, and socioemotional skills. Our data also provide a look into the black-box of classroom processes targeted by early childhood education quality assessment initiatives, which enables us to assess whether the curricula impact the nature of classroom activities and the warmth of teacher-child interactions.We find that the math curriculum included in the study is more effective at boosting both classroom math activities and children's math skills than are the "whole-child" curricula most often used in Head Start and pre-K classrooms (Crea...

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Ii. Quality Thresholds, Features, and Dosage in Early Care and Education: Methods

Cited by 54 publications

References 0 publications

Measuring Early Care and Education Quality

Measuring Early Care and Education Quality

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

Boosting School Readiness with Preschool Curricula

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