Quality of Early Childhood Programs in Inclusive and Noninclusive Settings

Virginia Buysse · Patricia W. Wesley · Donna Bryant

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Early Childhood Education and Development Collaborative Teaching and Inclusion Education Methods and Practices

Abstract

This study assessed factors that contributed to global program quality in early childhood settings. The sample consisted of 180 community-based child care centers from 12 geographically and economically diverse regions in North Carolina. The Early Childhood Environment Rating Scale (ECERS) total mean score was used as the primary measure of global program quality. The study found that 62 (34%) of the early childhood programs reported enrolling at least one child with disabilities. The study also found that inclusive early childhood programs scored significantly higher on the ECERS overall than did noninclusive programs. Results of an Analysis of Covariance (ANCOVA) indicated three other predictors of global program quality: teacher education, professional experience, and teacher self-ratings of knowledge and skill.

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References

1999Early childhood environment rating scale 1998Early Childhood Environment Rating Scale. Revised Edition.1996Characteristics of infant child care: Factors contributing to positive caregiving 1987Child-care quality and children's social development.1992Thresholds of Quality: Implications for the Social Development of Children in Center-Based Child Care 1992Reaching potentials : appropriate curriculum and assessment for young children 1989Who Cares? Child Care Teachers and the Quality of Care in America. Final Report, National Child Care Staffing Study.1994Measurement of quality in child care centers

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