Child Care Quality and Children's Engagement

Melissa Raspa · Robin A. McWilliam · Stephanie Maher Ridley

80 citations0/0 files storedEarly Education and Development

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Early Childhood Education and Development Educational Environments and Student Outcomes Education Methods and Practices

Abstract

The goal of this study was to understand the relationship between child care quality and children's engagement behavior. Seventy-eight toddlers from 17 child care centers were individually observed to determine the percentage of time they spent in sophisticated, unsophisticated, or differentiated engagement, or focused attention. The percentage of group engagement in classroom activities was recorded as well. Program quality ratings consisted of measures of the classroom environments, including the teachers. All the contextual quality measures but 1 were associated with unsophisticated engagement. Only global classroom quality was related to sophisticated engagement. The percentage of toddlers engaged in activities was associated with other program quality measures but not with observations of individual child engagement conducted at different times.

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References

1975Four Factor Index of Social Status 1987Developmentally appropriate practice in early childhood programs serving children from birth through age 8 1998Early Childhood Environment Rating Scale. Revised Edition.1989Caregivers in day-care centers: Does training matter?1975INCIDENTAL TEACHING OF LANGUAGE IN THE PRESCHOOL1 1989Who cares? Child care teachers and the quality of care in America 1997Relations between Preschool Children's Child-Care Experiences and Concurrent Development: The Cost, Quality, and Outcomes Study.1987Child's play with adults, toys, and peers: An examination of family and child-care influences.

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