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 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kohl, Katharina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1650543
Schlagwörter	Foreign Countries; Educational Quality; Early Childhood Education; Social Development; Emotional Development; Young Children; Teacher Student Ratio; Immigrants; Racial Composition; Student Characteristics; Family Characteristics; Teacher Characteristics; Time; Predictor Variables; Student Behavior; Behavior Problems; Age Differences; Germany; Classroom Assessment Scoring System; Strengths and Difficulties Questionnaire; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Soziale Entwicklung; Gefühlsbildung; Frühe Kindheit; Lehrer-Schüler-Relation; Immigrant; Immigrantin; Immigranten; Zeit; Prädiktor; Student behaviour; Schülerverhalten; Age; Difference; Age difference; Altersunterschied; 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01