Quality in Early Childhood Care and Education Programs in Indiana. Research Report

Autor/inn/en	Nores, Milagros; Harmeyer, Erin; Connors-Tadros, Lori; Li, Zijia
Institution	National Institute for Early Education Research (NIEER); Rutgers, The State University of New Jersey, Graduate School of Education; Early Learning Indiana (ELI)
Titel	Quality in Early Childhood Care and Education Programs in Indiana. Research Report
Quelle	(2023), (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Child Care; Educational Quality; Young Children; Learning; Evidence Based Practice; Child Development; Educational Policy; Experience; Time Perspective; Indiana + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Frühe Kindheit; Lernen; Kindesentwicklung; Politics of education; Bildungspolitik; Erfahrung; Zeitbezug
Abstract	The National Institute for Early Education Research (NIEER) conducted a landscape evaluation of early childhood programs in Indiana (IN) between the spring of 2021 and the summer of 2022. The evaluation focused on understanding program components, quality, and children's learning and development across a variety of programs in the state. Commissioned by Early Learning Indiana (ELI), this study aims to provide Indiana programs and policymakers with research-based information on the quality of early childhood programs, and the learning and development status of young children birth to five in the state. This evaluation of Indiana's early care and education (ECE) system is a multi-site study encompassing several components to provide the first-ever independent assessment of this scale of the quality of early care and education programs of various auspices and to assess the developmental growth of children in those programs. This research report on the quality of early care and education programs in Indiana discusses differences observed in program quality by program type, Paths to Quality (PTQ) star level, and geographic region. The report uses data on program quality collected across two time points between March 2021 through July 2022. Throughout this period, programs continued to experience interruptions or quarantines due to the COVID-19 pandemic (including the Omicron and Delta variants of COVID-19). This report discusses the implications of these findings for policymakers and funders in Indiana as they seek to strengthen the early care and education system in order to improve school readiness of young children. The full report of the study and an accompanying Research Brief discusses the implications of these findings for policymakers and funders. Together, the two briefs can provide important information about the developmental status of children and classroom quality in the state to the Indiana Early Learning Advisory Committee. [For the full report, "Evaluation of Early Childhood Programs & Child Development in Indiana. Second Report. Commissioned by Early Learning Indiana," see ED628943. For the Research Brief, "The Developmental Status of Young Children in Indiana. Research Report," see ED628952.] (ERIC).
Anmerkungen	National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01