The Child Care Ecology Inventory: A Domain-Specific Measure of Home-Based Child Care Quality to Promote Social Competence for School Readiness

Autor/inn/en	Rusby, Julie C.; Jones, Laura Backen; Crowley, Ryann; Smolkowski, Keith
Titel	The Child Care Ecology Inventory: A Domain-Specific Measure of Home-Based Child Care Quality to Promote Social Competence for School Readiness
Quelle	28 (2013) 4, S.947-959 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1016/j.ecresq.2013.02.003
Schlagwörter	Child Care; Measures (Individuals); Interpersonal Competence; School Readiness; Test Reliability; Test Validity; Social Development; Preschool Children; Child Caregivers; Regression (Statistics); Child Behavior; Behavior Problems; Family Environment; Observation; Individual Characteristics; Oregon; Home Observation for Measurement of Environment + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Messdaten; Interpersonale Kompetenz; Readiness for school; School ability; Schulreife; Testreliabilität; Testvalidität; Soziale Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Caregiver; Caregivers; Carer; Regression; Regressionsanalyse; Familienmilieu; Beobachtung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	This study investigates the reliability and validity of the Child Care Ecology Inventory (CCEI), a measure of the quality of family child care in the social domain. The CCEI focuses on research-based environmental features and caregiving practices for promoting positive social development in preschool-age children. A total of 198 family child care homes in the Northwest USA participated. Good scale reliabilities were found for the measures of the environment ("Enrichment and Organization") and for caregivers' practices ("Monitoring," "Positive Attention," "Promoting Social Skills", and "Teaching Rules") and interrater reliability was adequate for research purposes. The CCEI was associated with other commonly used measures of child care quality that assessed similar environmental and caregiving constructs. Linear regression models were run to determine the features of family child care quality that were concurrently associated with observed child behavior. The child-caregiver ratio, "Environment Organization", and caregivers' "Teaching Rules" were negatively associated with children's problem behavior (noncompliance and aggression). Caregivers' provision of "Planned Activities/Routines" and "Positive Attention" were associated with positive child behavior. Results indicate that different aspects of quality are related to different aspects of children's social interactions and behaviors. A description of "Items for Each of the CCEI Scales" is appended. [This article was published in "Early Childhood Research Quarterly" v28 n4 p947-959 Oct 2013.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11