Work

Within and beyond the classroom door: assessing quality in child care centers

Year: 2000

Type: article

Abstract: This study reports data from a multisite study of typical center-based child care and children’s development regarding (a) associations among quality of care defined by structural features, process indicators, and compliance with state regulations, (b) variation in quality based on the stringency of state child care regulations and center compliance, and (c) specific quality indicators that show especially strong links to children’s experiences in child care. Findings confirmed prior evidence regarding the importance of ratios, teacher training, and group size for high quality classroom processes, but demonstrated the more significant contribution of teacher wages and parent fees. Both structural and process measures of quality varied with the location of the center in a state with more or less stringent child care regulations. The results indicate the importance of incorporating economic and regulatory considerations into future studies of childcare quality.

Source: Early Childhood Research Quarterly

DOI: 10.1016/s0885-2006(01)00077-1

Authors: Deborah Phillips, Debra Mekos, Sandra Scarr, Kathleen McCartney, Martha Abbott–Shim

Institutions: Georgetown University, Johns Hopkins University, University of Virginia, Harvard University, Georgia State University

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $4,170