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1.
《Early education and development》2013,24(3):327-342
This study compared the quality of child care programs serving children receiving government subsidies to those not serving such children. Thirty-four classrooms in full day programs serving preschool aged children (19 subsidized, 15 unsubsidized) were observed using the Early Childhood Environment Rating Scales-Revised (ECERS-R). (1) Research Findings: One way ANOVA indicated that programs not serving children receiving subsidies were rated higher on overall quality, language and reasoning, learning activities, and social interactions. Teacher salary was significantly correlated with overall quality, and after controlling for teacher salary, subsidy density did not uniquely predict variance in overall quality. (2) Policy Implications: Overall low quality indicates a need for a quality improvement initiative using proven methods. Minimum guidelines for quality beyond state licensing standards should be used to ensure that children in subsidized programs are receiving adequate care and to oversee state and federal investments in early childhood education. 相似文献
2.
Helen Raikes Julia Torquati Eunju Jung Carla Peterson Jane Atwater Jackie Scott Lana Messner 《Early childhood research quarterly》2013
Quality of family child care in four Midwestern states was examined using four measures designed to assess structural and/or process quality to determine if dimensions converge or vary across types of family child care (licensed and license-exempt/registered) and subsidy receipt (programs serving children whose care is paid by subsidies and programs not serving subsidized children). Two instruments designed specifically for use with family child care that measure both structural and process quality were used (Family Day Care Rating Scale and Quality Instrument for Informal Child Care), as well as one instrument measuring process quality (Caregiver Interaction Scale) and one instrument measuring structural quality (Midwest Child Care Assets Index). The two instruments designed to measure both structural and process quality in family child care were highly correlated with each other, while both of these were moderately correlated with the measure of process quality. The measure of structural quality was not significantly correlated with the measure of process quality. Licensed family child care homes scored higher than license-exempt/registered family child care homes on three of the four measures (all but the Caregiver Interaction Scale), and family child care homes receiving child care subsidies scored lower than those not receiving subsidies on three of the four measures (all but the Assets Index). 相似文献
3.
Becky F. Antle Andy Frey Anita Barbee Shannon Frey Jennifer Grisham-Brown Megan Cox 《Early education and development》2013,24(4):560-573
Research Findings: Previous research has documented conflicting results on the relationship between program quality and the percentage of children receiving subsidized child care (subsidy density) in early childhood centers. This research examined the relationship between subsidy density and the quality of infant and preschool classrooms in child care centers, taking into consideration teacher education and salary as well as other structural variables associated with quality. A multimethod evaluation was conducted with 110 child care centers utilizing an interview of center directors as well as classroom observations using standardized measures of quality and language/literacy in the classroom. Regression analyses indicate that subsidy density does not predict the quality of infant classrooms. However, subsidy density is a significant predictor of the quality of preschool classrooms. Teacher education is predictive of some quality indicators, but teacher salary is not. Practice or Policy: Practice and policy implications are discussed to promote the quality of child care centers that serve low- income children. Statewide initiatives should target centers with higher subsidy density for quality improvements. Local programs and state policy should provide teachers with opportunities to obtain additional education and then offer incentives to remain in their current early childhood settings. 相似文献
4.
Nancy L. Marshall Wendy Wagner RobesonAllison J. Tracy Alice FryeJoanne Roberts 《Early childhood research quarterly》2013
To examine whether state child care subsidy policies can combine goals of increasing maternal employment and increasing access to quality child care for children in low-income families, we studied one state's comprehensive policy, through a cross-sectional survey of 665 randomly selected families using centers, Head Starts, family child care homes, public school preschools or informal care, including a sample of families on the waitlist for child care subsidies. We found that, in Massachusetts, families receiving child care subsidies report greater access to child care, more affordable child care, and higher quality child care, than do similar families not receiving subsidies. Lower-income families not receiving subsidies can sometimes access affordable, quality child care through Head Start programs and public preschools, but, when they have to pay for care, they pay a significantly greater proportion of their income than do families receiving subsidies. We also found that families on the subsidy waitlist are at a particular disadvantage. Waitlist families have the greatest difficulty paying for care, the least access, and the poorest quality child care. While the child care subsidy policies benefited those families receiving subsidies, families outside the system still struggled to find and afford child care. 相似文献
5.
《Early childhood research quarterly》2005,20(4):373-392
To evaluate the type and quality of child care used by low-income families who were either receiving or not receiving subsidized child care, we interviewed 111 African American parents from a randomly selected sample of low-income families. We inquired about their child-care use, satisfaction with care, work stress, and employment history. Using standardized assessment instruments, independent observers in the children's child-care setting evaluated the quality of the care and characteristics of the providers. We found that families using subsidized child care were more likely to use center care and other more formal types of care, while families not using subsidized child care were more likely to use a relative in the relative's home. Families using subsidized care tended to use licensed and registered child-care arrangements more than non-subsidized families. Also, subsidized families spent approximately half as much out-of-pocket money for child care. However, we found no evidence that the care used by families using subsidized care was of any higher quality than that used by non-subsidized families. We examine the possibility that child-care subsidy programs may not be adequately designed or funded to increase the availability of quality child care to low-income families. Educators and policy makers may want to consider additional means of increasing access to quality care in low-income families. 相似文献
6.
Helen Raikes Julia Torquati Cixin Wang Brinn Shjegstad 《Early education and development》2013,24(4):558-582
Research Findings: This study investigated parents’ experiences using Child Care and Development Fund and other state-dispersed child care subsidies, reasons for choosing their current child care program, and perceptions of the quality of child care received from their current program. A telephone survey of 659 parents receiving child care subsidies in 4 states showed that parents gave generally positive ratings to accessibility and reliability of subsidies, reported that child care subsidies were a substantial benefit to them, and gave low ratings to limitations of child care subsidies. However, 40% of parents reported that they had experienced a disruption in eligibility for subsidy. Parent experiences with child care subsidies varied by state. Parents in the sample identified 4 criteria used to choose their child care program: (a) characteristics of the provider, (b) convenience, (c) whether the provider was licensed or accredited, and (d) whether a personal relationship existed with the provider. Selection criteria varied by type of care parents were using. The majority of the participants rated the overall quality of their child care as perfect or excellent (73.6%), but ratings of quality also varied by the type of child care parents were using. Practice or Policy: Implications for child care subsidy program administration and for improving the quality of child care purchased by public subsidies in the context of parental choice are discussed. 相似文献
7.
《Early education and development》2013,24(4):553-570
Research Findings: This study was designed to assess whether investments in child care quality were maintained 3 years after public funding for these centers was significantly reduced. An earlier evaluation documented significant improvements in classroom environments, teachers' sensitivity, and teachers' child-centered beliefs following a 15-month state intervention in 24 early care and education programs serving high numbers of children from low-income families. The current study used a quasi-experimental design, with pre- and postdata collected through direct observations and questionnaires in nonrandom treatment and comparison groups. Practice or Policy: Results at the 3-year follow-up showed that the majority (92%) of centers in the intervention group were accredited and that significant improvements in classroom environments were maintained after funding was significantly reduced. However, erosion in more sensitive measures (i.e., teacher sensitivity and child-centered beliefs) during the period of reduced funding suggested some concern that programs serving high concentrations of children from low-income families may require some consistent state support if they are to yield the positive life outcomes desired by economists and policymakers. 相似文献
8.
Research Findings: This study was designed to assess whether investments in child care quality were maintained 3 years after public funding for these centers was significantly reduced. An earlier evaluation documented significant improvements in classroom environments, teachers' sensitivity, and teachers' child-centered beliefs following a 15-month state intervention in 24 early care and education programs serving high numbers of children from low-income families. The current study used a quasi-experimental design, with pre- and postdata collected through direct observations and questionnaires in nonrandom treatment and comparison groups. Practice or Policy: Results at the 3-year follow-up showed that the majority (92%) of centers in the intervention group were accredited and that significant improvements in classroom environments were maintained after funding was significantly reduced. However, erosion in more sensitive measures (i.e., teacher sensitivity and child-centered beliefs) during the period of reduced funding suggested some concern that programs serving high concentrations of children from low-income families may require some consistent state support if they are to yield the positive life outcomes desired by economists and policymakers. 相似文献
9.
《Early childhood research quarterly》2002,17(4):498-511
This cross-sectional study compares 52 working poor families receiving subsidies for child care with 50 demographically matched families drawn from the subsidy waiting lists across three sets of variables: (1) maternal employment and income, (2) child care, and (3) child well-being. Compared to mothers from waiting lists, mothers receiving subsidies for their child’s care were more likely to be employed, spent half as much of their income on child care, and were less likely to be very poor. Compared to children on waiting lists, children receiving subsidies for child care were more likely to be in a formal licensed child care center, have more stable care, and have mothers who were more satisfied with their child care arrangement. 相似文献
10.
Ellen Peisner-Feinberg Virginia Buysse Allison Fuligni Margaret Burchinal Linda Espinosa Tamara Halle Dina C. Castro 《Early childhood research quarterly》2014
As the number of young dual language learners (DLLs) in early care and education (ECE) programs is increasing, it is critical to examine how well measures of the quality of practices in these settings reflect the needs of the diverse groups of children being served. This review of the research literature addressed these questions for ECE settings serving children birth-five: whether quality differs for settings serving high proportions of DLLs compared to typical samples, whether existing quality measures exhibit similar psychometric characteristics and associations with child outcomes in settings serving DLL and non-DLL children, and whether DLL-specific measures perform differently than general measures of quality. The search procedure produced 10 research studies that met the criteria for inclusion in the review out of approximately 3800 that were found initially and more than 300 that were reviewed. These studies included 10 out of 46 identified measures of ECE quality, including both general and DLL-specific measures. Findings suggested that widely used general ECE quality measures function similarly for DLLs compared to typical populations with regard to overall quality, psychometric characteristics, and child outcomes. Further research is needed to broaden the knowledge base for a wider variety of measures, beyond center-based settings, and beyond Spanish-speaking DLLs, as well as to enhance methodological approaches. There appear to be potential research opportunities through numerous existing studies that included DLL populations but had not analyzed their data in regard to these groups. 相似文献
11.
Child care subsidies are an important part of federal and state efforts to move welfare recipients into employment. One of the criticisms of the current subsidy system, however, is that it overemphasizes work and does little to encourage parents to purchase high-quality child care. Consequently, there are reasons to be concerned about the implications of child care subsidies for child development. In this paper, we provide a systematic assessment of the association between subsidy receipt and a wide range of child outcomes. Drawing on rich data from the Early Childhood Longitudinal Study, we document a negative relationship between child care subsidies and child development. In particular, our results suggest that subsidy receipt in the year before kindergarten is associated with lower reading and math test scores and greater behavior problems at kindergarten entry. Some of these negative effects persist until the end of kindergarten. A potential explanation for the poorer outcomes is that subsidized children are more likely to receive intense exposure to low-quality child care. 相似文献
12.
In 2008, the federal government allotted $7 billion in child care subsidies to low-income families through the state-administered Child Care and Development Fund (CCDF), now the government's largest child care program (US DHHS, 2008). Although subsidies reduce costs for families and facilitate parental employment, it is unclear how they impact the quality of care families purchase. This study investigates the impact of government subsidization on parents’ selection of child care quality using multivariate regression and propensity score matching approaches to account for differential selection into subsidy receipt and care arrangements. Data were drawn from the Child Care Supplement to the Fragile Families and Child Wellbeing Study (CCS-FFCWS), conducted in 2002 and 2003 in 14 of the 20 FFCWS cities when focal children were 3 years old (N = 456). Our results indicate that families who used subsidies chose higher quality care than comparable mothers who did not use subsidies, but only because subsidy recipients were more likely to use center-based care. Subgroup analyses revealed that families using subsidies purchased higher-quality home-based care but lower-quality center-based care than comparable non-recipients. Findings suggest that child care subsidies may serve as more than a work support for low-income families by enhancing the quality of nonmaternal care children experience but that this effect is largely attributable to recipients’ using formal child care arrangements (versus kith and kin care) more often than non-recipients. 相似文献
13.
Adam Winsler Henry Tran Suzanne C. Hartman Amy L. Madigan Louis Manfra Charles Bleiker 《Early childhood research quarterly》2008
Although intensive early childhood interventions and high quality preschool programs have been shown to foster children's school readiness, little is known about the school readiness gains made by ethnically and linguistically diverse children in poverty receiving subsidies to attend center-based childcare or those in public school pre-kindergarten programs. Within the context of a large-scale, university–community applied research and evaluation project, The Miami School Readiness Project, children receiving subsidies to attend center-based childcare (n = 1478), children attending free Title 1 public school pre-k programs (n = 1611), and children attending fee-supported public school pre-k programs (n = 749) were individually assessed at the beginning and end of their pre-kindergarten year in the areas of cognitive, language, and fine motor development. Parents and teachers reported on children's socio-emotional strengths and behavior concerns. Findings revealed that although children from all types of programs made considerable school readiness gains in most areas in terms of their national relative standing, children attending public school pre-k programs typically made somewhat greater gains in the areas of cognitive and language development. Results suggest that center-based childcare programs in the community may be beneficial for fostering school readiness within ethnically diverse children in poverty, and that public school pre-kindergarten programs may show even greater gains in some areas. Policy implications are discussed. 相似文献
14.
Child Care for Children in Poverty: Opportunity or Inequity? 总被引：2，自引：1，他引：2
Deborah A. Phillips Miriam Voran Ellen Kisker Carollee Howes Marcy Whitebook 《Child development》1994,65(2):472-492
Data from a nationally representative survey of child care centers and a 5-site, observational study of centers were used to examine the quality of care provided to children from low-income families. Comparisons were made to a national sample of centers; among Head Start, public school-sponsored, and other community-based subsidized centers; and among centers that served families from differing socioeconomic groups. The quality of care in centers that served predominantly low-income children was adequate, but highly variable, with structural indices exhibiting higher quality than observations of global quality and of staff-child interactions. When compared to Head Start and public school-sponsored centers, the community-based centers had smaller groups and fewer children per teacher for preschoolers, but also had less well educated and compensated staff. Centers that predominantly served children from upper-income families provided the highest quality of care across multiple indices, and those that predominantly served children from middle-income families almost uniformly provided the poorest quality of care. The centers that served children from low-income families did not differ significantly in quality from the upper-income centers on most indices. However, the teachers in these programs were observed to be less sensitive and more harsh than teachers in the centers that served more advantaged families. The implications of the findings for research and policy are discussed. 相似文献
15.
《Early childhood research quarterly》2005,20(2):164-184
Far less is known about predictors of quality for family child care homes than for child care centers. The current study of 120 randomly-selected family child care providers in four Midwestern states examined distal, state policy-level variables (family child care regulations and the concentration of children cared for who received public child care subsidies, referred to as subsidy density), and proximal, provider-level variables (providers’ level of education and reported annual training hours) as influences on global quality and caregiver sensitivity. More regulation, lower subsidy density, higher levels of provider education and more training hours were associated with higher global quality in family child care homes. Lower subsidy density and higher provider education were associated with more sensitive caregiving, but no effects on sensitivity were observed for regulation and training hours. An interaction effect indicated that regulation moderated the relation between education and sensitivity; education was especially important for sensitive caregiving among providers low in regulation. In addition, after including all predictor variables in the model, significant mean differences between states were noted. Findings demonstrate that both policy-level variables and provider characteristics influence quality in family child care homes, and further, that they may interact to affect observed child care quality. Implications for state child care policies are discussed with emphasis on implications for quality of care for low-income children whose tuition is paid by public child care subsidies. 相似文献
16.
《Early childhood research quarterly》1994,9(2):207-222
The relationship between parent-caregiver communication and child care quality was investigated in 12 child care centers representing different types of sponsorship. Perceptions of one-way (school to home communication), two-way (school and home communication exchanges), and three-way (exchanges between school, home, and a community resource) communication patterns were determined by questionnaire responses of 201 parents and 49 caregivers in 4 each of subsidized, contracted subsidized, and nonsubsidized child care settings. Compared to parents, caregivers rated all forms of parent-caregiver communication as more frequently occurring and as more important. Greater frequency of communication was associated with increased importance of communication for each mode. Frequency of parentcaregiver communication and quality of child care were positively correlated. Nonsubsidized private profit centers were of lower quality and respondents reported less frequent parent-caregiver communications than in contracted subsidized and subsidized programs. 相似文献
17.
The purpose of this study was to describe the quality of toddler child care classrooms in the district of Porto, in the north of Portugal. One hundred and sixty classrooms for children between 1 and 3 years of age participated in this study. Results suggested the existence of poor average quality and absence of good-quality classrooms. Child–adult ratio was a statistically significant predictor of overall child care quality (with lower ratios associated with higher quality). The results of this study provide information on the applicability of ITERS-R to a new cultural and linguistic context, suggesting the need to enhance the quality of Portuguese programs serving toddlers. 相似文献
18.
Research has found disparities in young children's development across income groups. A positive association between high-quality early care and education and the school readiness of children in low-income families has also been demonstrated. This study uses linked administrative data from Maryland to examine the variations in school readiness associated with different types of subsidized child care, and with dual enrollment in subsidized child care and state pre-kindergarten or Head Start. Using multivariate methods, we analyze linked subsidy administrative data and portfolio-based kindergarten school readiness assessment data to estimate the probability of children's school readiness in three domains: personal and social development, language and literacy, and mathematical thinking. Compared to children in subsidized family child care or informal care, those in subsidized center care are more likely to be rated as fully ready to learn on the two pre-academic domains. Regardless of type of subsidized care used, enrollment in pre-kindergarten, but not Head Start, during the year prior to kindergarten is strongly associated with being academically ready for kindergarten. No statistically significant associations are found between type of subsidized care, pre-kindergarten enrollment, or Head Start and assessments of children's personal/social development. 相似文献
19.
Karen M. La Paro Amy C. Williamson Bridget Hatfield 《Early education and development》2014,25(6):875-893
Many very young children attend early care and education programs, but current information about the quality of center-based care for toddlers is scarce. Using 2 observation instruments, the Infant/Toddler Environment Rating Scale–Revised (ITERS-R) and the Classroom Assessment Scoring System, Toddler Version (CLASS-Toddler), 93 child care classrooms for toddlers across the state of North Carolina, representing a range of quality, were assessed to determine overall quality, and associations between observed quality and teachers' ratings of child behavior problems and competence outcomes using the Brief Infant Toddler Social Emotional Assessment. Research Findings: Findings indicated that overall, toddler classrooms were rated as being of moderate quality. Associations between observed quality and teacher-reported child behavior problems and competence outcomes indicated that CLASS-Toddler ratings were positively associated with fewer behavior problems; specifically, children in classrooms with higher levels on the CLASS-Toddler domains of Emotional and Behavioral Support as well as Engaged Support for Learning were reported to have fewer behavior problems. Similarly, the ITERS-R subscales of Interaction and Listening and Talking were positively related to fewer reported behavior problems. Regression models showed that the CLASS-Toddler Emotional and Behavioral Support domain predicted differences in child behavior problems. Practice or Policy: Findings suggest the need for additional research related to very young children's experiences in center-based child care to examine associations between quality and child experiences and outcomes. Children's experiences over time need to be examined to understand how these early child care experiences are related to children's later school adjustment and performance. On a related note, professional development for teachers in toddler classrooms needs to be addressed in terms of preparing effective teachers for young children during the toddler developmental period. 相似文献