Early Education Program Racial and Ethnic Composition and Associations with Quality and Children's Language and Social-Emotional Development

Autor/inn/en	Iruka, Iheoma U.; Kainz, Kirsten; Kuhn, Laura; Guss, Shannon; Tokarz, Stephanie; Yazejian, Noreen; Niño, Silvia
Titel	Early Education Program Racial and Ethnic Composition and Associations with Quality and Children's Language and Social-Emotional Development
Quelle	In: Early Education and Development, 34 (2023) 6, S.1341-1360 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Iruka, Iheoma U.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2139553
Schlagwörter	Social Emotional Learning; Culturally Relevant Education; Risk; Racial Composition; Ethnicity; Teaching Methods; Educational Quality; Child Development; Low Income Students; Language Acquisition; Early Childhood Education; Preschool Children; Play; School Readiness; Correlation; Racial Segregation; Intelligence Tests; Verbal Ability; Vocabulary; Rating Scales; Classroom Environment; Parent Attitudes; Federal Programs; Native Language; Peabody Picture Vocabulary Test; Early Childhood Environment Rating Scale; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Risiko; Ethnizität; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Kindesentwicklung; Sprachaneignung; Spracherwerb; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Readiness for school; School ability; Schulreife; Korrelation; Rassentrennung; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Rating-Skala; Klassenklima; Unterrichtsklima; Elternverhalten
Abstract	This study identified patterns of classroom and family experiences and developmental outcomes for young children in segregated early education. This study is based on data from a high-quality early education program serving young children from low-income households in 19 schools across the U.S. The sample included 1,521 children during the 2016-2017 school year. The analysis examined patterns of association between the racial/ethnic composition of Educare sites and family risk factors, classroom quality, and children's language and social-emotional performance and growth across the academic year. Research Findings: Findings indicated that although classroom quality, measured through traditional tools, did not vary by school racial/ethnic composition, sociodemographic risk factors, children's language and social-emotional outcomes did vary by this variable. Practice or Policy: We discuss our results in relation to promotive and inhibitive processed within and outside early education programs, as well as the continued impact of structural equities and lack of culturally responsive pedagogy on children's learning opportunities and development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01