Teacher, Center, and Neighborhood Characteristics Associated with Variations in Preschool Quality in Childcare Centers

Autor/inn/en	Bayly, Benjamin L.; Bierman, Karen L.; Jacobson, Linda
Titel	Teacher, Center, and Neighborhood Characteristics Associated with Variations in Preschool Quality in Childcare Centers
Quelle	In: Child & Youth Care Forum, 50 (2021) 5, S.779-803 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bayly, Benjamin L.) ORCID (Bierman, Karen L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-021-09599-0
Schlagwörter	Neighborhoods; Community Characteristics; Child Care Centers; Educational Quality; Preschools; Federal Programs; Classroom Techniques; Disadvantaged; Private Sector; Nonprofit Organizations; Religious Organizations; Family Environment; Preschool Children; Caregiver Child Relationship; Teacher Student Relationship; Discipline; Teacher Characteristics; Preschool Teachers; Teacher Attitudes; Profiles; Census Figures; Comparative Analysis; Family Income; Program Administration; Social Differences + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Quality of education; Bildungsqualität; Klassenführung; Privater Sektor; Nonprofit-Organisation; Familienmilieu; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Disziplin; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Charakterisierung; Profilanalyse; Volkszählung; Familieneinkommen; Sozialer Unterschied
Abstract	Background: Childcare programs serving preschool children are generally of poorer quality than publicly-funded preschools both in terms of their classroom processes and structural features. Research on childcare programs has typically collapsed them into a single group, yet these programs vary greatly in neighborhood disadvantage and organization as they are managed by for-profit chains, non-profit community organizations, faith-based organizations, or individual owners. Little is known about variations in childcare program quality and what factors are associated with quality. Objective: The current study utilized latent profile analysis (LPA) with classroom process, structural features, and neighborhood disadvantage indicators to identify patterns of quality and neighborhood disadvantage within a diverse sample of childcare programs serving preschool children. Methods: Classroom processes (instructional support, emotional support, classroom management, positive discipline) and structural features (teacher age, experience, education, and satisfaction) data was collected from preschool teachers (N = 127) from 76 childcare programs. Neighborhood disadvantage (median income; rates of unemployment, single parents, and education) was measured using census tract data. Results: LPA indicated two profiles of childcare programs with high-quality classroom processes and two with poorer processes. Both of the high-quality profiles were in low-to-moderate income neighborhoods and the two low-quality profiles were in more affluent neighborhoods. Subsequent analyses suggested quality covaried with management type with the lowest quality centers often run by for-profit chains. Conclusions: Connections between classroom processes, structural features, and neighborhood disadvantage are complex making it extremely challenging for parents to identify high-quality care for their children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01