Quebec's Child Care Services: What Are the Mechanisms Influencing Children's Behaviors across Quantity, Type, and Quality of Care Experienced?

Autor/inn/en	Lemay, Lise; Bigras, Nathalie; Bouchard, Caroline
Titel	Quebec's Child Care Services: What Are the Mechanisms Influencing Children's Behaviors across Quantity, Type, and Quality of Care Experienced?
Quelle	In: Journal of Research in Childhood Education, 29 (2015) 2, S.147-172 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2015.1009201
Schlagwörter	Foreign Countries; Child Care Centers; Child Behavior; Educational Quality; Influences; Hypothesis Testing; Mediation Theory; Institutional Characteristics; Models; Time Perspective; Parent Surveys; Check Lists; Behavior Rating Scales; Likert Scales; Observation; Preschool Children; Preschool Evaluation; Attribution Theory; Regression (Statistics); Canada; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Quality of education; Bildungsqualität; Influence; Einfluss; Einflussfaktor; Hypothesenprüfung; Hypothesentest; Mediationsverfahren; Analogiemodell; Zeitbezug; Checkliste; Likert-Skala; Beobachtung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Regression; Regressionsanalyse; Kanada
Abstract	The objective of this study was to examine how quantity, type, and quality of care interact in predicting externalizing and internalizing behaviors of 36-month-old children attending Quebec's educational child care from their first years of life. To do so, the authors examined two hypothesized models: (1) a mediation model where quantity, type, and structural quality of care influences children's behaviors through process quality and (2) a moderation model where process quality interacts with quantity, type, and structural quality of care in influencing children's behaviors. The results of this study were consistent with the moderation model. They suggest conditions under which several features of process quality are associated with a lower occurrence of externalizing and internalizing behaviors during an important period of behavioral development and before school entry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01