Quality Rating and Improvement Systems and Children's Cognitive Development

Autor/inn/en	Jeon, Lieny; Buettner, Cynthia K.
Titel	Quality Rating and Improvement Systems and Children's Cognitive Development
Quelle	In: Child & Youth Care Forum, 44 (2015) 2, S.191-207 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-014-9277-7
Schlagwörter	Preschool Children; Child Care; Child Care Centers; Cognitive Development; Program Effectiveness; Program Evaluation; School Readiness; Correlation; Vocabulary Development; Phonological Awareness; Mathematics Skills; Demography; Family Environment; Neighborhoods; Socioeconomic Influences; Young Children; Early Childhood Education + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kinderfürsorge; Kinderbetreuung; Child care facilities; Child care services; Kinderzentrum; Kognitive Entwicklung; Programme evaluation; Programmevaluation; Readiness for school; School ability; Schulreife; Korrelation; Wortschatzarbeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Demografie; Familienmilieu; Neighbourhoods; Nachbarschaft; Sozioökonomischer Faktor; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Background: Providing enriched learning environments is important to stimulating children's development in early childhood. Early child-care policymakers in many states in the US have adopted Quality Rating and Improvement Systems (QRIS) as a way to verify quality of child care and to support children's school readiness. Objective: The purpose of this study was to examine associations between QRIS, a statewide government-funded early childhood care and education policy which integrates structural quality of child-care, and children's cognitive skills. Methods: A sample of randomly selected 313 children (mean age = 54.9 months, SD = 6.7) from 36 QRIS-participating early child-care programs was included in this study. Results: Multilevel analysis with a latent variable (i.e., observed cognitive skills consisting of vocabulary, phonological awareness, and mathematical skills) revealed that children in the highest level of QRIS programs demonstrated better cognitive skills after controlling for child demographics, and home and neighborhood environments. In addition, QRIS moderated a negative association between family socioeconomic risk and children's cognitive skills. Conclusions: The results suggest that policymakers may expect positive returns on QRIS investments in terms of children's early cognitive achievements that support their school readiness in later life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01