Diversity, Child Care Quality, and Developmental Outcomes

Autor/inn/en	Burchinal, Margaret R.; Cryer, Debby
Titel	Diversity, Child Care Quality, and Developmental Outcomes
Quelle	In: Early Childhood Research Quarterly, 18 (2003) 4, S.401-426 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2003.09.003
Schlagwörter	Ethnicity; Mothers; Caregivers; Cultural Differences; Cultural Background; Social Development; Child Care; Educational Quality; Cognitive Development; African American Children; Hispanic Americans; Child Rearing; Beliefs; Evaluation Methods; Caregiver Child Relationship; Academic Achievement + Suchen Sie Ihr Suchwort? Ethnizität; Mother; Mutter; Caregiver; Carer; Betreuungsperson; Pfleger; Kultureller Unterschied; Soziale Entwicklung; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Kognitive Entwicklung; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Hispanic; Hispanoamerikaner; Kindererziehung; Belief; Glaube; Schulleistung
Abstract	It is widely accepted that high quality child care enhances children's cognitive and social development, but some question whether what constitutes quality care depends on the child's ethnic and cultural background. To address this question, secondary analysis of data from the two largest studies of child care experiences in the United States, Cost, Quality, and Outcomes Study and the NICHD Study of Early Child Care, tested whether standard measures of child care quality were less reliable or valid for African-American and English-speaking Latino children than for white children. Widely used measures of child care quality showed comparably high levels of reliability and similar levels of validity for white, African-American, and Latino children. Analyses tested whether cognitive and social skills were related to child care quality, the match between child's and caregiver's ethnicity, and the match between the mother's and caregiver's beliefs about child-rearing. Results indicated children from all three ethnic groups showed higher levels of cognitive and social skills on standardized assessments shown to predict school success when caregivers were sensitive and stimulating. Children's skills were not consistently related to whether the child's and caregiver's ethnicity matched or whether the mother's and caregiver's beliefs about child-rearing were similar. These two large studies suggest that children from all three ethnic groups benefit from sensitive and stimulating care on child outcomes related to school success. The results are interpreted as indicating that the global dimension of quality may be reflected in very different types of practices that reflect cultural differences. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10