Comparisons of observed process quality in early child care and education programs in five countries

In this cross-national study, observed process quality in preschool classrooms was compared across five countries—Austria (n = 37), Germany (n=103), Portugal (n=88), Spain (n=80), and the U.S.A. (n=390). Process quality was assessed using the Early Childhood Environment Rating Scale (ECERS) and the Caregiver Interaction Scale (CIS). Both instruments had comparable properties when used in the different countries. A MANOVA found overall ECERS differences between countries, with Austria and Germany scoring higher than Spain, and Austria higher than the U.S.A. CIS Sensitivity scale differences showed Austria and Spain with higher scores than the U.S.A. Tests of homogeneity of variance showed U.S.A. with the highest standard deviations. A discriminant analysis, using countries as groups and ECERS items as criterion variables, revealed differences between countries on two discriminant functions: Personalized Care and Availability and Use of Space and Play Materials. Results are discussed in terms of the early childhood traditions and infrastructures found in the five countries.     

Teacher education,motivation, compensation,workplace support,and links to quality of center-based child care and teachers’ intention to stay in the early childhood profession

The purposes of this study were to present a conceptual model for selection into the early childhood profession and to test the model using contemporaneous assessments. A stratified random sample of center-based child care providers in 4 Midwestern states (n = 964) participated in a telephone interview, and 223 were also assessed with the Early Childhood Environment Rating Scale—Revised or the Infant–Toddler Environment Rating Scale to rate global observed quality, and the Caregiver Interaction Scale to rate interactional quality. When the model was tested with infant–toddler and preschool teachers combined, having a Child Development Associate (CDA) predicted global observed quality, education years and child development coursework predicted compensation, and compensation predicted observed quality. When the model was tested separately for infant–toddler teachers, years of education and child development coursework predicted compensation, but none of the education variables predicted observed quality and compensation did not predict observed quality. For preschool teachers, years of education predicted compensation and having a CDA predicted observed quality, but compensation did not predict observed quality. For all of the models, only motivations for child care work predicted intention to stay in the profession. No variables in the structural equation models predicted interactional quality.     

Measurement of quality in child care centers

Assessment of quality of care in 363 classrooms with infants, toddlers, and preschool children was conducted in 120 child care centers in three states with widely varying regulations. Three major process measures, InfantToddler Environment Rating Scale (ITERS; Harms, Cryer & Clifford, 1987), Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980), and the Assessment Profile for Early Childhood Programs (Abbott-Shim & Sibley, 1987) were included. Regulatable aspects of quality of child care included ratio of caregivers to children, group size, teacher training in child development or child care, teacher education, highest wage paid to a teacher in the center, and staff turnover. The goal of the study was to evaluate how well the quality of child care is measured by process and regulatable variables. For research purposes, the process measures proved to be highly redundant, both internally and with each other. Much smaller sets of items, drawn randomly from the instruments' item pools, were found to be perfectly acceptable measures of quality of care. Regulatable measures did not prove to be acceptable measures of quality care, except for teachers' wages, which were highly correlated with process measures of quality.     

Capturing quality in early childhood through environmental rating scales

This paper explores the relationship between ‘process’ quality characteristics in English pre-school centres and the developmental progress made by children between the ages of 3–5 years. A nationally representative sample of 141 English pre-schools participated in this study with longitudinal pre- and post-test measures taken from 2857 children at ages 3 and 5. Centre quality was assessed using two observational instruments, the revised version of the Early Childhood Environment Rating Scale [Harms, T., Clifford, M., & Cryer, D. (1998). Early Childhood Environment Rating Scale, Revised Edition (ECERS-R). Vermont: Teachers College Press] and a new English curriculum extension to it [Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2003). Assessing quality in the early years: Early Childhood Environment Rating Scale-Extension (ECERS-E): Four curricular subscales. Stoke-on Trent: Trentham Books]. This new instrument was developed specifically for assessing the curricular aspects of quality, including pedagogy, in pre-school centres subject to the English national Early Childhood Curriculum. Multi-level statistical analyses revealed that quality of centre-based provision as measured by the ECERS-E was a significant predictor of children's development at entry to school after controlling for pre-test, child characteristics and family background. This study demonstrated that the ECERS-E is a reliable instrument for assessing the educational aspects of process quality and is a significant predictor of children's cognitive/linguistic progress. In contrast, the ECERS-R had a stronger relationship with children's socio-behavioural progress in the pre-school period.     

Factors that influence evidence-based program sustainment for family support providers in child protection services in disadvantaged communities

This paper evaluates program, workplace and process factors associated with implementation and sustainment of an evidence-based parenting support program (EBP) in disadvantaged communities. Correlation analyses and binary logistic regressions were used to assess the associations between key implementation support factors and program implementation (at 18 months) and sustainment (at 36 months) post training with (N = 35) Australian Aboriginal and Torres Strait Islander family support providers using the Triple P – Positive Parenting Program in Indigenous child protection agencies. This study demonstrated that for implementation at 18 months, there was a trend for implementing providers to report higher levels of partnership support, perceived program benefit, workplace support and workplace cohesion. However, the only significant relationship was with partnership support (r = .31 p < 0.05), and regression analysis indicated that none of the variables were significant predictors of program implementation. For sustained implementation at 36 months, no relationship was found between sustainment and program characteristics, workplace characteristics, supervision and peer support or sustainability planning. Supportive coaching was the only significant correlate (r = 0.46, p < 0.01) and predictor [OR = 15.63, 95% CI (1.98–123.68), p = 0.009] in the program sustainment model. Overall, these findings suggest the need for further exploration of program and workplace variables and provide evidence to consider incorporating partnership support and supportive coaching in real world implementation models to improve the likelihood of EBP implementation and sustainment in Indigenous communities.     

Attachment in institutionalized children: A review and meta-analysis

In this article we review the literature on attachment patterns in institutionalized children and then perform a meta-analysis on data from 10 attachment studies involving 399 children in institutional settings. We computed the overall attachment distribution of secure, insecure, and disorganized rates and explored the effect of a set of moderating variables (i.e., country of institutionalization, attachment assessment procedure, age at entry, and age at assessment). To overcome bias related to the small number of studies, we conducted both classical and Bayesian meta-analysis and obtained comparable results. Distribution of children's attachment patterns was: 18% secure, 28% insecure, and 54% disorganized/cannot classify. Compared to their family-reared peers, children living in an institution were found to be at greater risk for insecure and disorganized attachment, with a similar medium effect size for both distributions (d = 0.77 and d = 0.76, respectively). The following moderating variables were associated with insecure attachment: representational assessment procedures (d = 0.63) and Eastern European countries of origin (d = 1.13). Moderators for disorganized attachment were: Eastern European countries of origin (d = 1.12), age at institution entry before the first birthday (d = 0.93), and age at assessment under three years of age (d = 0.91). Implications for child development and policies are discussed.     

Predictors of teachers’ use of ICT in school – the relevance of school characteristics,teachers’ attitudes and teacher collaboration

This paper is based on the research question of what predictors (school characteristics, teachers’ attitudes, teacher collaboration and background characteristics) determine secondary school teachers’ frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor regarding school and teaching processes. The use of digital media in schools is, among other things, associated with the goal of supporting learning processes and improving the quality of education. This contribution identifies relevant factors by means of multiple regression analyses of the teachers’ frequency of computer use for instruction in five countries (the Netherlands, Denmark, Australia, Poland and Germany) to get an idea of how to support the frequency of the use of computers in class. The analyses and findings are based on the International Association for the Evaluation of Educational Achievement (IEA) study of International Computer and Information Literacy Study 2013 (ICILS), which investigates the computer and information literacy (CIL) of secondary school students and the contexts in which students develop CIL in 21 countries. Antecedents concerning school characteristics, teachers’ attitudes and teacher collaboration on the process level and background characteristics of secondary school teachers (N = 8.920) are examined in order to gain further insight into the nature and effect of predictors for secondary school teachers’ in-class use of information and communications technology. The analyses show that there are more country-specific results than similarities between the countries selected. In all countries, antecedents concerning teachers’ attitudes are more relevant for teachers’ in-class use of computers than school characteristics or teacher collaboration on the process level.     

Assessing child-care quality with a telephone interview

As increasing numbers of children enter child-care environments that are subsidized by federal and state funds, the demand has risen from policy makers and activists for valid, cost-effective methods of assessing the quality of those environments. In this study we asked whether data on child-care quality obtained from a telephone interview with the provider can serve as an adequate proxy for data obtained from direct observation. Observations were conducted in 89 family child-care homes and 92 centers using the Family Day Care Rating Scale (FDCRS) and the Early Childhood Environmental Rating Scale (ECERS-R), respectively. The target providers and teachers were subsequently interviewed by telephone using a protocol developed by the authors. For the family child-care providers, the 25 item telephone interview explained 49% of the variance (adjusted r²) in the total FDCRS score. Discriminant analyses revealed that the telephone interview was able to predict accurately 92% of the homes in terms of three FDCRS-derived categories of quality: “poor,” “mediocre,” or “developmentally appropriate.” For the centers, the 22 item telephone interview accounted for 51% of the variance (adjusted r²) in the total ECERS-R score. The telephone interview was able to predict the classification of 89% of the centers in terms of the ECERS-R derived categories of “poor,” “mediocre,” or “developmentally appropriate.” Shorter forms of the telephone interviews (12 items for family child-care; 13 items for center-based care) also demonstrated adequate predictive capability. These findings suggest that the telephone interview can be a valid source of data concerning the global quality of a child-care environment.     

The relationship between early childhood teachers' instructional quality and children's mathematics development

This study examined how early childhood (EC) teachers' instructional quality predicted children's development in mathematics across two measurement occasions. Therefore, EC teachers' (n = 25) instructional quality was assessed using one standardized observation instrument covering both domain-specific and general aspects of instructional quality. Additionally, data on children's (n = 208) outcome in early number skills was collected applying a standardized test. Multilevel structural equation modeling was used accounting for nested data. Children's age and the average size of preschool groups were controlled for. Results revealed that EC teachers' instructional quality predicted children's development but was not associated with their initial achievement. The findings suggest that instruments covering domain-specific and general aspects might be helpful in order to measure EC teachers' instructional quality in mathematics and predict children's learning growth. Understanding the mechanisms between instructional quality and children's development may help EC teachers to enhance their math teaching in practice.     

Family child care in four Midwestern states: Multiple measures of quality and relations to outcomes by licensed status and subsidy program participation

Quality of family child care in four Midwestern states was examined using four measures designed to assess structural and/or process quality to determine if dimensions converge or vary across types of family child care (licensed and license-exempt/registered) and subsidy receipt (programs serving children whose care is paid by subsidies and programs not serving subsidized children). Two instruments designed specifically for use with family child care that measure both structural and process quality were used (Family Day Care Rating Scale and Quality Instrument for Informal Child Care), as well as one instrument measuring process quality (Caregiver Interaction Scale) and one instrument measuring structural quality (Midwest Child Care Assets Index). The two instruments designed to measure both structural and process quality in family child care were highly correlated with each other, while both of these were moderately correlated with the measure of process quality. The measure of structural quality was not significantly correlated with the measure of process quality. Licensed family child care homes scored higher than license-exempt/registered family child care homes on three of the four measures (all but the Caregiver Interaction Scale), and family child care homes receiving child care subsidies scored lower than those not receiving subsidies on three of the four measures (all but the Assets Index).     

Teachers’ motivational profiles and their longitudinal associations with teaching quality

This study used an integrated theoretical approach to investigate teacher motivation and its influence on teaching quality. Drawing on Expectancy-Value-Theory and Achievement-Goal-Theory, a person-centered approach was used to investigate how multiple characteristics (i.e., self-efficacy, enthusiasm, and goal orientation) combined to form teachers’ motivational profiles. The profiles were then analyzed to see if there was a link to teaching quality. Latent profile analysis for 156 secondary-level mathematics teachers identified three motivational profiles which differed only in their performance goals: low performance goal-oriented (49%), high performance goal-oriented (38%), and high performance-avoidance goal-oriented (13%). Multilevel path analysis showed that motivational profile membership was not significantly related to student-rated teaching quality when baseline teaching quality was controlled (N = 1497 available on both measurement points). The findings revealed that the link between teacher motivation and teaching quality was less clear than expected. Possible reasons for the results are discussed.     

Relations among preschool teachers' self-efficacy,classroom quality,and children's language and literacy gains

This study examined the relations among preschool teachers' self-efficacy (n = 67), classroom quality (instructional and emotional support), and children's (n = 328) gains in print awareness and vocabulary knowledge over an academic year in the US. Results indicated that teachers' self-efficacy and classroom quality served as significant and positive predictors of children's gains in print awareness but not vocabulary knowledge. However, results also showed a significant interaction among teachers' self-efficacy, classroom quality, and vocabulary gains: for children of teachers with higher levels of self-efficacy, higher levels of classroom quality (emotional support) were associated with higher vocabulary gains.     

Punishment for bedwetting is associated with child depression and reduced quality of life

This study assessed the relationship between parental punishment and depression as well as quality of life in children with primary monosymptomatic nocturnal enuresis (PMNE). A consecutive sample of 65 children (7–13 years) with PMNE and 40 healthy children, selected as controls (Group III), were included in the study. The children with PMNE were further sub-classified into two groups: Group I, which included children who received parental punishment for enuresis and Group II, which comprised children who were not punished for bedwetting. Depression and health-related quality of life (HRQL) were assessed among the three groups. The number of wet nights per week was significantly increased in Group I compared with Group II (P < .001). In addition, the severity of depressive symptoms increased in Group I as compared to the other two groups (P < .001). Similarly, the psychosocial HRQL lower in Group compared to the control group (Group III) (P < .001). Prior parental discipline, including corporal punishment (B = 0.55, P = .008), as well as the frequency (B = 0.73, P < .001) and duration of punishment (B = 0.33, P = .02) were strong predictors of increased depressive symptom severity. It was also found that prior punishment (B = −0.42, P = .01) and the frequency (B = −0.62, P < .001) and duration of punishment (B = −0.34, P = .02) were strong predictors for poor psychosocial HRQL. Overall, parental punishment has a poor outcome in children with PMNE.     

The validity of student ratings of teaching quality: Factorial structure,comparability, and the relation to achievement

Student ratings are widely used to assess teaching quality in primary and secondary education. This necessitates a thorough examination their validity and reliability in such contexts. To this end, we present validity evidence for using student ratings of teaching quality based on their factorial structure, comparability across grades and subjects, and relation to achievement. Based on data from the 2019 Trends in Mathematics and Science Study (TIMSS) and its national extensions in Norway (N = 3951 5th graders and N = 4575 9th graders), we could confirm a theoretically assumed three-dimensional factor structure (i.e., classroom management, cognitive activation, and supportive climate). Moreover, classroom management and supportive climate were more comparable across grades and subjects then cognitive activation. Finally, classroom management was associated with achievement across all groups, whereas other dimensions showed mixed results, especially across grades. Overall, the findings indicate that students, especially in Grade 9, can provide a valid assessment of teaching quality.     

Classroom instructional quality,exposure to mathematics instruction and mathematics achievement in fifth grade

This study examined the quality of teacher–child interactions and exposure to mathematics instruction as predictors of 5th grade student’s mathematics achievement. The sample was a subset of the children involved in the NICHD–SECC longitudinal study (N = 657). Results indicate that, even after controlling for student demographic characteristics, more exposure to mathematics instruction was related to increased fifth grade mathematics achievement for both calculations and applied problems assessments, but there was no main effect for improved instructional quality. Findings also indicate that, in classrooms where lower instructional quality was observed, greater exposure to mathematics instruction predicted improved mathematics achievement. Findings are discussed in terms of differing aspects of mathematics instruction and the possible compensatory role of exposure to instruction in classrooms of lower quality.     

Emotion dysregulation as a mechanism linking child maltreatment exposure and self-harm behaviors in adolescents

Although child maltreatment exposure is a recognized risk factor for self-harm, mechanisms underlying this relationship remain unclear. Self-harm may function as a compensatory strategy to regulate distressing emotions. This cross-sectional study examines if emotion dysregulation mediates between the severity of maltreatment exposure and self-harm, adjusting for demographic variables and depressive symptoms. Participants were 108 adolescent patients recruited from a psychiatric hospital in Singapore (mean age 17.0 years, SD = 1.65; 59.3% female). Study measures included the Childhood Trauma Questionnaire (CTQ-SF), Functional Assessment of Self-Mutilation (FASM), Difficulties in Emotion Regulation Scale (DERS), and the Patient Health Questionnaire (PHQ-8). Path analysis was conducted to examine the direct and indirect effects of maltreatment exposure on self-harm via emotion dysregulation, controlling for demographic variables and depressive symptoms. Indirect effects were tested using bootstrapped confidence intervals (CI). Results showed that self-harm was highly prevalent in our sample (75.9%). Emotion dysregulation and depressive symptoms were found to be associated with higher self-harm frequency. In addition, results from path analysis showed that the association between the severity of maltreatment exposure and self-harm frequency was significantly mediated by emotion dysregulation B = 0.07, p < 0.05, 95% CI [0.02, 0.16]. Thus, emotion dysregulation may be a proximal mechanism linking maltreatment exposure and adolescent self-harm. Notably, self-harm may represent maladaptive attempts to manage emotion dysregulation that may have resulted from maltreatment. Findings from the study have implications for the prevention and treatment of self-harm in maltreated youth.     

Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes

The contribution examines theoretical foundations, factorial structure, and predictive power of student ratings of teaching quality. Three basic dimensions of teaching quality have previously been described: classroom management, cognitive activation, and supportive climate. However, student ratings, especially those provided by primary school students, have been criticised for being biased by factors such as teacher popularity. The present study examines ratings of teaching quality and science learning among third graders. Results of multilevel confirmatory factor analyses (N = 1556 students, 89 classes) indicate that the three-dimensional model of teaching quality can be replicated in ratings of third graders. In a longitudinal study (N = 1070 students, 54 classes), we found ratings of classroom management to predict student achievement, and ratings of cognitive activation and supportive climate to predict students' development of subject-related interest after teacher popularity is controlled for. The analyses show that student ratings can be useful measures of teaching quality in primary school.     

Predictors of quality in family child care

This study of 231 regulated family child care providers proposed a theoretical model to explore the effects on quality of: (1) provider level of general education; (2) provider degree of intentionality; (3) provider training and experience in family child care; (4) provider use of support services; and (5) provider work environment. Hierarchical linear regressions confirmed the predictive power of the provider's degree of intentionality, level of education in early childhood education or a related discipline and use of support services. All these variables had a positive relationship with quality as measured by the Family Day Care Rating Scale (FDCRS). Higher level of general education in any field was a predictor until a college or university credential in ECE or a related discipline was included in the model. None of family child care training, length of experience as a provider, or any of the variables in the work environment block emerged as predictors. The data also supported the proposed associations between intentionality and the use of support services, training and the use of both support services and the work environment, and the use of support services and the work environment. While not totally supported by the data, the proposed theoretical model has value as a framework for further research. The findings are discussed in terms of their implications for governments.