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. (author abstract)
Within and beyond the classroom door: Assessing quality in child care centers
Description:
Resource Type:
Reports & Papers
Publisher(s):
Funder(s):
Country:
United States
State(s):
Georgia;
Massachusetts;
Virginia
- Related Resources
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
- You May Also Like
These resources share similarities with the current selection.
California Early Care and Education Workforce Study: Licensed child care centers and family child care providers: Merced County highlights
Executive Summary
California Early Care and Education Workforce Study: Licensed child care centers and family child care providers: Statewide highlights
Executive Summary
California Early Care and Education Workforce Study: Licensed child care centers and family child care providers: Sacramento County highlights
Executive Summary