The prediction of process quality from structural features of child care

Phillipsen, Leslie; Burchinal, Margaret; Howes, Carollee; Cryer, Debby

doi:10.1016/s0885-2006(97)90004-1

Cited by 294 publications

(230 citation statements)

References 12 publications

Supporting

Mentioning

193

Contrasting

Unclassified

Order By: Relevance

“…Previous cross-country studies that encompassed a wider range of quality than typically seen in one country (Love et al 2003) have demonstrated that this approach can uncover stronger associations than is possible in within-country studies. Drawing on earlier work (Phillipsen et al 1997), our hypothesis is that process quality will be negatively associated with group size and child-caregiver ratio; that is, it will be higher when group sizes are smaller and/or when fewer children are cared for by one caregiver.…”

Section: Process Quality and Structural Featuresmentioning

confidence: 99%

“…Process quality refers to the experiences of children within the child care environment including their interactions with others, materials, and activities (Phillipsen et al 1997). Process quality is assessed primarily through observation and has been found to be more predictive of child outcomes than structural indicators of quality such as staff-to-child ratio, group size, cost of care, and type of care (Whitebook et al 1989).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Quality of Child Care Using the Environment Rating Scales: A Meta-Analysis of International Studies

Vermeer

IJzendoorn

Cárcamo

et al. 2016

IJEC

106

View full text Add to dashboard Cite

The current study provides a systematic examination of child care quality around the globe, using the Environment Rating Scales (ERS). Additional goals of this study are to examine associations between ERS process quality and structural features (group size, caregiver-child ratio) that underpin quality and between ERS and more proximal aspects of child care quality (caregiver sensitivity). Furthermore, we consider possible differences in ERS associations arising from scale characteristics (infant vs early childhood version, original version vs revised scale, full version vs shortened version). The reported meta-analysis combines results of ERS child care quality reported in 72 studies from 23 countries across five international geographic regions. Group center care appeared to be of average quality with higher quality levels in Australia/New Zealand and North America. Our results suggest that: (1) ERS characteristics are not associated with differences in ERS scores and (2) ERS scores are related to indicators of proximal quality of care (caregiver sensitivity) and, to a lesser degree, structural quality of care (caregiver-child ratio). The meta-analysis provided cross-cultural comparisons on child care quality on a common instrument as a means to advance discussion on child care quality internationally. (2) que les scores aux ERS sont liés aux indicateurs de qualité proximale (sensibilité de l'éducateur) et, à un degré moindre, à la qualité structurelle (ratio éducateur-enfant). La méta analyse donne des comparaisons interculturelles de la qualité des services de garde à un instrument commun comme moyen de faire avancer la discussion sur la qualité des services de garde au niveau international.Resumen El presente estudio provee una revisión sistemática de la calidad del cuidado infantil en guarderías alrededor del mundo, usando las Escalas de Calificación del Ambiente (ERS). Los objetivos adicionales de este estudio son examinar las asociaciones entre la calidad de procesos y características estructurales (tamaño del grupo, proporción cuidadores -niños) que sustentan la calidad, y entre ERS y aspectos más próximos de la calidad del cuidado infantil (sensibilidad del cuidador). Además consideramos posibles diferencias en la asociación en ERS surgidas desde las características de las escalas (infantes versus niñez temprana, versión original versus escala revisada, versión completa versus versión abreviada). El meta-análisis reportado combina resultados de la calidad del cuidado de guarderías ERS de 72 estudios reportados en 23 países de cinco regiones geográficas internacionales. El cuidado grupal en estos centros apareció estar en calidad promedio, con altos niveles de calidad en Australia/Nueva Zelandia y Norte América. Nuestros resultados sugieren que: (1) Las características de la escala ERS no están asociadas con diferencias en los puntajes ERS y (2) Los puntajes de ERS están asociados a indicadores proximales de la calidad del cuidado (sensibilidad del cuidador) y, en menor grado, a la calidad estr...

show abstract

Section: Process Quality and Structural Featuresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Quality of Child Care Using the Environment Rating Scales: A Meta-Analysis of International Studies

Vermeer

IJzendoorn

Cárcamo

et al. 2016

IJEC

106

View full text Add to dashboard Cite

show abstract

“…Estes do s últ mos nstrumentos têm a final dade de aval ar a qual dade em amb entes educac ona s nfant s, nos qua s os cr tér os de qual dade dent ficados por Katz (1993) para aval ação na perspect va dos adultos estão contemplados. As escalas ECERS e ITERS foram ut l zadas nternac onalmente (Cryer, T etze, Burch nal, Leal & Palac os, 1999;Ph llpsen, Burch nal, Howes & Cryer, 1997;Scarr, E senberg & Deater-Deckard, 1994;T etze, Cryer, Ba rrão, Palac os & Wetzel, 1996).…”

Section: A M Carvalho and A S Pereiraunclassified

Qualidade em ambientes de um programa de educação infantil pública

Carvalho

Pereira

2008

Psic.: Teor. e Pesq.

View full text Add to dashboard Cite

Este estudo objetivou avaliar a qualidade dos ambientes de um programa público de educação infantil - PEI, utilizando os instrumentos Infant/Toddler Environment Rating Scale - Revised Edition (ITERS-R) e Early Childhood Environment Rating Scale - Revised Edition (ECERS-R). Foram avaliadas 16 turmas com faixa etária entre 4 e 68 meses. A média obtida pelas turmas com a ITERS-R foi de 2,80. As turmas avaliadas por meio da ECERS-R obtiveram média de 2,69. Segundo as escalas utilizadas, esses resultados indicam um padrão de qualidade entre inadequada e minimamente adequada. Quanto aos itens das escalas, verificou-se uma maior variação nos escores das turmas com idade de até 3 anos. Os resultados obtidos evidenciaram a necessidade de intervenções no programa, sobretudo nos itens relacionados à rotina e cuidados pessoais com as crianças de até 3 anos e aqueles relativos às atividades, com as crianças a partir de 3 anos até 68 meses.
This study aimed to evaluate the quality of infant public educational environments, by the indicated means for this kind of evaluation: Infant/Toddler Environment Rating Scale - Revised edition (ITERS-R) and Early Childhood Environment Rating Scale - Revised Edition (ECERS-R). Sixteen school groups were evaluated, with ages from six to sixty-eight months. The average gotten by the groups that were evaluated through ITERS-R was of 2.80. The groups that were evaluated through ECERS-R, got an average of 2.69. According to the scales adopted, these results indicate a quality pattern between insufficient and minimally adequated. As the scales items, it was verified a major variation in the scores from classes of until 3 years old. The obtained result showed the necessity of interventions in the program, especially in the items related to the routine and daily care of children with until 3 years old and those related to the activities, with children from 3 years old to sixty-eight months

show abstract

“…Research from the early childhood education literature suggests that teachers with a formal college degree are likely to provide higher quality learning experiences for children (Burchinal, Cryer et al, 2002;Burchinal, Howes et al, 2002;Fukkink & Lont, 2007;Phillipsen et al, 1997). In kindergarten and elementary classrooms, though, the associations of teacher characteristics with classroom quality are not as consistent (LoCasale-Crouch et al, 2007;Pianta et al, 2002;Pianta et al, 2005).…”

Section: Teacher and Classroom Structural Featuresmentioning

confidence: 99%

Observed classroom quality in first grade: associations with teacher, classroom, and school characteristics

2013

View full text Add to dashboard Cite

The observation and assessment of quality of teacher-child interactions in elementary school settings are increasingly recognized as important, however research is still very limited in European countries. In this study we examined the quality of the interactions between teacher and children in first grade classrooms in Portugal and the extent to which structural features at teacher-, classroom-, and school-level explained variation in this quality. One hundred and fifteen classrooms participated in the study. Classrooms were observed through a standardized rating scale concerning emotional, organizational, and instructional support.Results indicated that the levels of emotional and organizational support in most classrooms were of moderate quality, but the levels of instructional support were low, suggesting that most observed activities did not encourage students' higher order thinking skills. An examination of the associations between teacher and classroom characteristics and the quality of teacher-child interactions indicated a small effect for teacher education. Teachers with an advanced degree were more likely to be more emotionally sensitive and to have better instructional interactions in the classroom. For school-level characteristics, findings showed that the classrooms in private and smaller schools were likely to provide higher levels of emotional, organizational, and instructional quality. The results suggest that focusing on the interactions between teacher and children can provide valuable information to enhance classroom quality.

show abstract

The prediction of process quality from structural features of child care

Cited by 294 publications

References 12 publications

Quality of Child Care Using the Environment Rating Scales: A Meta-Analysis of International Studies

Quality of Child Care Using the Environment Rating Scales: A Meta-Analysis of International Studies

Qualidade em ambientes de um programa de educação infantil pública

Observed classroom quality in first grade: associations with teacher, classroom, and school characteristics

Contact Info

Product

Resources

About