Threshold Analysis of Association between Child Care Quality and Child Outcomes for Low-Income Children in Pre-Kindergarten Programs

Autor/inn/en	Burchinal, Margaret; Vandergrift, Nathan; Pianta, Robert; Mashburn, Andrew
Titel	Threshold Analysis of Association between Child Care Quality and Child Outcomes for Low-Income Children in Pre-Kindergarten Programs
Quelle	In: Early Childhood Research Quarterly, 25 (2010) 2, S.166-176 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2009.10.004
Schlagwörter	Behavior Problems; School Readiness; Low Income; Federal Government; Kindergarten; Mathematics Skills; Low Income Groups; Interpersonal Competence; Child Care; Young Children; Educational Quality; Teacher Student Relationship; Reading Skills; Regression (Statistics); Prediction + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Niedriglohn; Bundesregierung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Interpersonale Kompetenz; Kinderfürsorge; Kinderbetreuung; Frühe Kindheit; Quality of education; Bildungsqualität; Teacher student relationships; Lehrer-Schüler-Beziehung; Reading skill; Lesefertigkeit; Regression; Regressionsanalyse; Vorhersage
Abstract	Over the past five decades, the federal government and most states have invested heavily in providing publicly-funded child care and early education opportunities for 3- and 4-year-old children from low-income families. Policy makers and parents want to identify "the level" or "threshold" in quality of teacher-child interaction and intentional instruction related to better child outcomes to most efficiently use child care to improve school readiness. Academic and social outcomes for children from low-income families were predicted from measures of teacher-child interactions and instructional quality in a spline regression analysis of data from an 11-state pre-kindergarten evaluation. Findings suggested that the quality of teacher-child interactions was a stronger predictor of higher social competence and lower levels of behavior problems in higher than in lower quality classrooms. Further, findings suggested that quality of instruction was related to language, read and math skills more strongly in higher quality than in lower quality classrooms. These findings suggest that high-quality classrooms may be necessary to improve social and academic outcomes in pre-kindergarten programs for low-income children. (Contains 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10