Identifying profiles of listed home-based child care providers based on their beliefs and self-reported practices
This study seeks to broaden the knowledge base of the diverse home-based child care provider workforce in the United States. Home-based child care is a crucial part of the child care landscape with approximately seven million children from birth to five receiving care in home-based settings. Through secondary analysis of the National Survey of Early Care and Education data on listed home-based providers (n = 3493), latent profile analysis was used to explore how providers grouped into profiles based on key characteristics related to their caregiving beliefs and their self-reported instructional practices, professional ...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors
Publication date: 2nd Quarter 2019Source: Early Childhood Research Quarterly, Volume 47Author(s): Michelle L. Yoder, Amanda P. Williford, Virginia E. VitielloAbstractThe current study used naturalistic observations to explore the peer engagement of 428 preschoolers whom teachers identified as displaying elevated levels of disruptive behavior. Children’s peer sociability, communication, assertiveness, and conflict were independently observed as they naturally occurred in the classroom throughout the preschool year. Data were analyzed to examine patterns of peer engagement, explore variability across time and classroom con...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
Cumulative classroom quality during pre-kindergarten and kindergarten and children’s language, literacy, and mathematics skills
We examined if pre-K and K classroom quality were associated with children’s language, literacy, and mathematics skills in the spring of K after controlling for pre-K entry skills, child background demographics, and other classroom covariates. Classroom quality was assessed with the Classroom Assessment Scoring System. We found that additive cumulative effects described associations between classroom quality and children’s language and literacy outcomes. For language skills, higher-quality pre-K Instructional Support predicted better K language skills at all levels of Instructional Support quality in K, but higher-qual...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
Shame on me? Shyness, social experiences at preschool, and young children’s self-conscious emotions
This study highlights the potential role of negative experiences with peers in helping to account for the link between shyness and children’s negative feelings about themselves. Shy children’s positive experiences with peers should be enhanced at preschool in order to help reduce their feelings of guilt and shame. (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
Boosting family child care success in Quality Rating and Improvement Systems
Publication date: 2nd Quarter 2019Source: Early Childhood Research Quarterly, Volume 47Author(s): Rena A. Hallam, Alison Hooper, Martha Buell, Melissa Ziegler, Myae HanAbstractAs states develop and revise Quality Rating and Improvement Systems (QRIS), more research attention is needed on the implementation of quality improvement strategies that effectively support family child care programs. The aims of the current study were to compare family child care providers who participated in a model of supplemental quality improvement supports (Stars Plus) with family child care providers who participated in QRIS but did not recei...
Source: Early Childhood Research Quarterly - February 21, 2019 Category: Child Development Source Type: research
