Linking quantity and quality of early childhood education and care to children's socio-emotional adjustment. A german cross-sectional study.

Autor/inn/en	Kohl, Katharina; Bihler, Lilly-Marlen; Willard, Jessica A.; Agache, Alexandru; Leyendecker, Birgit
Titel	Linking quantity and quality of early childhood education and care to children's socio-emotional adjustment. A german cross-sectional study.
Quelle	In: Early education and development, 31 (2020) 2, S. 177-199 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente (1) Forschungsdaten, Studiendetails und Erhebungsinstrumente (2)
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1040-9289; 1556-6935
DOI	10.1080/10409289.2019.1650543
Schlagwörter	Längsschnittuntersuchung; Sozio-emotionaler Faktor; Frühe Kindheit; Schüler-Lehrer-Beziehung; Interaktion; Einflussfaktor; Qualität; Quantität; Migrant; Deutschland
Abstract	This study examined how quantity and quality of early childhood education and care (ECEC) are related to the socio-emotional adjustment of children born in Germany (30-48 months old, N = 395). Previous research focused on a small set of ECEC features, used broad measures, and yielded inconclusive results. We assessed ECEC quantity (age at entry, hours per week), process quality (CLASS Pre-K), structural quality (child-teacher ratio), and classroom composition (percentage of immigrant children). Controlling for child, family, and teacher characteristics, we tested main and interaction effects in regression analyses. Research Findings: More hours per week predicted lower adjustment only on specific indicators (hyperactivity, conduct problems) and only in classrooms with a high percentage of immigrant children or a high child-teacher ratio. In addition, a higher child-teacher ratio predicted more conduct problems, but only for children who entered ECEC at a very young age. Process quality did not predict adjustment. Practice or policy: In sum, this implies that German ECEC does not pose a major risk for children's socio-emotional adjustment, as only certain aspects of quantity and structural quality are linked to very specific socio-emotional outcomes under very specific circumstances. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3