Classroom Quality in Infant and Toddler Classrooms: Impact of Age and Programme Type

Autor/inn/en	King, Elizabeth K.; Pierro, Rebekah C.; Li, Jiayao; Porterfield, Mary Lee; Rucker, Lia
Titel	Classroom Quality in Infant and Toddler Classrooms: Impact of Age and Programme Type
Quelle	In: Early Child Development and Care, 186 (2016) 11, S.1821-1835 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1134521
Schlagwörter	Infants; Toddlers; Preschool Education; Educational Environment; Age Differences; Learning Activities; Instructional Materials; Child Safety; Language Usage; Interaction; Parent Role; Teacher Role; Institutional Characteristics; Correlation; Scores; Teacher Characteristics; Child Care Centers; Rating Scales; North Carolina; Infant Toddler Environment Rating Scale + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school education; Vorschulerziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Age; Difference; Age difference; Altersunterschied; Lernaktivität; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachgebrauch; Interaktion; Parental role; Elternrolle; Lehrerrolle; Korrelation; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Rating-Skala
Abstract	This study examined differences in classroom quality, assessed by the Infant/Toddler Environment Rating Scale-Revised (ITERS-R), in 287 infant and 479 toddler classrooms. Classroom quality was compared across classroom age group (infant compared to toddler classrooms) as well as across programme type (for-profit compared to not-for-profit programmes). Classroom quality was assessed using four ITERS-R factors identified in previous research, including Materials/Activities, Safety/Organization, Language/Interactions, and Parents/Staff factor scores. Results indicate that infant classrooms scored higher on the Safety/Organization and Language/Interactions factors than toddler classrooms, and toddler classrooms scored higher on Materials/Activities than infant classrooms. Classrooms in not-for-profit programmes scored higher on Safety/Organization and Parents/Staff factors. Differences in Safety/Organization, Language/Interactions, and Parents/Staff factor scores were found based on teachers' education, and teachers' experience in the programme was positively related to scores on the Language/Interactions factor. Implications regarding the provision of high-quality classroom environments for infants and toddlers in both programme types are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01