Relationship-Focused Child Care Practices: Quality of Care and Child Outcomes for Children in Poverty

Autor/inn/en	Owen, Margaret Tresch; Klausli, Julia F.; Mata-Otero, Ana-Maria; Caughy, Margaret O'Brien
Titel	Relationship-Focused Child Care Practices: Quality of Care and Child Outcomes for Children in Poverty
Quelle	In: Early Education and Development, 19 (2008) 2, S.302-329 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	African American Children; Behavior Problems; School Readiness; Poverty; Caregivers; Preschool Children; Child Behavior; Educational Quality; Receptive Language; Child Care Centers; Caregiver Child Relationship; Outcomes of Education; Hispanic Americans + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Readiness for school; School ability; Schulreife; Armut; Caregiver; Carer; Betreuungsperson; Pfleger; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Quality of education; Bildungsqualität; Rezeptive Kommunikationsfähigkeit; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Lernleistung; Schulerfolg; Hispanic; Hispanoamerikaner
Abstract	Research Findings: Child care delivery practices promoting continuous, primary caregiver-child relationships (relationship-focused child care) were evaluated for 223 preschool-age children (45% African American, 55% Latino) attending child care centers serving low-income children. Both relationship-focused and non-relationship-focused centers were accredited by the National Association for the Education of Young Children. Children in relationship-focused programs received more sensitive, involved, and affectionate caregiving and were more engaged with their caregivers than children in comparison centers, but some differences were greater for African American children. Outcomes associated with relationship-focused care included greater parent-reported child compliance and closer parent-caregiver relations, but no consistent benefits for cognitive school readiness, receptive language, or child behavior problems were found. Follow-up assessments were completed 1 year later for 119 children who remained in their programs. Social and cognitive outcomes improved over time, but some changes were moderated by child race/ethnicity and center type. Over time, parents reported greater child compliance and caregivers reported better parent-caregiver relationships in relationship-focused programs. Practice or Policy: Some social benefits of continuous, primary caregivers were found, but children's cognitive competencies improved with sustained attendance at these accredited programs regardless of the relationship-focused practices. (Contains 4 tables.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10