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- Early childhood care and education
- Child care – Early childhood education and care
- Colorado Quality Standards for Early Childhood Care and Education Services
Classroom Resources and Initiatives. LDELicensing la.
It is therefore important to understand the impact of these services and to ensure their quality and accessibility. As the labour force participation rates for mothers of young children have risen over the past few decades, so has the use of child care, including both child care centres and family child care homes. A substantial majority of young children now regularly experience child care prior to their entry into school: rates of care for preschool-aged children are now higher than for infants and toddlers.
Early childhood care and education
It is therefore important to understand the impact of these services and to ensure their quality and accessibility. As the labour force participation rates for mothers of young children have risen over the past few decades, so has the use of child care, including both child care centres and family child care homes.
A substantial majority of young children now regularly experience child care prior to their entry into school: rates of care for preschool-aged children are now higher than for infants and toddlers. Recent estimates indicate that nearly two-thirds of all 3- to 5-year-old children in the United States attend some form of regular child care prior to kindergarten. Examination of the quality of child care has weighed a variety of factors, including classroom practices eg, materials, activities, daily organization , teacher—child relationships eg, teacher sensitivity, warmth and closeness of the relationship with the child , and teacher qualifications eg, education and training levels.
One difficulty with examining the impact of child care quality is the issue of family selection factors. Families choose the child care they use, and families with differing characteristics may choose different types and quality of care. In particular, studies have suggested that socio-economically advantaged families tend to choose higher quality care for their children.
While more recent studies have adjusted statistically for these family selection factors, they may underestimate the effects of child care quality when the two are highly correlated. Whereas several studies have explored the longitudinal effects of early intervention programs, few have examined the effects for children attending community child care programs as they make the transition from preschool to elementary school. A second area of research has examined the effects of the typical community child care programs utilized by families, which may vary widely in the quality of experiences provided.
Research studies have included child care programs selected from those existing within the local communities sampled, as opposed to the model demonstration programs included in the early intervention studies. The studies reported below have examined the effects of child care quality after adjusting for family selection factors, in order to disentangle the relations between the selection of child care of a particular quality or type and the effects of the child care itself.
A few studies have addressed this issue longitudinally for preschool-age child care, examining the long-term influences of child care quality on both cognitive and social development. Another issue of interest is whether the effects of child care quality are stronger among some groups of children, such as those who may already be at greater risk for less optimal development.
Only a few studies relating child care quality to preschool children outcomes have examined this question, and fewer have followed children into elementary school.
In contrast, other studies have found no differential effects of child care quality for children at greater risk. The research evidence supports the contention that better quality child care is related to better cognitive and social development for children. Longer-term effects lasting into the elementary school years have also been found, although fewer longitudinal studies have been conducted to examine this issue. Moreover, these results indicate that the influences of child care quality are important for children from all backgrounds.
While some studies have found even stronger effects for children from less advantaged backgrounds suggesting that this issue may be even more critical for children already at greater risk for school failure the findings indicate that children from more advantaged backgrounds are also influenced by the quality of care.
As a whole, these findings suggest that policies which promote good quality child care during the preschool years are important for all children. Other research suggests that good quality care is expensive to provide; it is associated with well-trained and educated staff, low staff—child ratios, low staff turnover rates, good wages, and effective leadership.
The most successful policies will need to take all these factors into account, so that good quality care is a realistic option for all children. Peisner-Feinberg ES. Bennett J, topic ed. Encyclopedia on Early Childhood Development [online].
Updated February Accessed February 28, Skip to main content. February , 2 nd ed. PDF version. Introduction As the labour force participation rates for mothers of young children have risen over the past few decades, so has the use of child care, including both child care centres and family child care homes.
Problems One difficulty with examining the impact of child care quality is the issue of family selection factors. How long are the influences of child care quality evident? Conclusions The research evidence supports the contention that better quality child care is related to better cognitive and social development for children. Implications As a whole, these findings suggest that policies which promote good quality child care during the preschool years are important for all children.
Child care and early education program participation of infants, toddlers, and preschoolers. Accessed January 21, Bronfenbrenner U, Morris PA. The ecology of developmental processes. In: Lerner RM, ed. Handbook of child psychology: Theoretical models of human development. Vol 1. New York, NY: Wiley; Damon W, ed. Who cares?
Child care teachers and the quality of care in America. Cost, Quality, and Outcomes Study Team. Cost, quality and child outcomes in child care centers. Characteristics and quality of child care for toddlers and preschoolers.
Dunn L. Burchinal MR, Nelson L. Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Early intervention and mediating processes in cognitive performance of children of low-income African American families. Persistent effects of early childhood education on high-risk children and their mothers. The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment.
Early childhood education: Young adult outcomes from the Abecedarian Project. Child care quality and children's social development. Kontos SJ. Early child care and self-control, compliance, and problem behavior at 24 and 36 months.
Relating quality of center-based child care to early cognitive and language development longitudinally. The relation of child care to cognitive and language development. Do regulable features of child-care homes affect children's development? The relationship of child-care quality and play to social behavior in the kindergarten. Day care forms and features. In: Ainslie RC, ed. The child and the day care setting. Goelman H, Pence AR.
In: Phillips DA, ed. Quality in child care: What does the research tell us? Kontos S, Fiene R. Hagekull B, Bohlin G. Day care quality, family and child characteristics and socioemotional development.
The interaction of child care and family risk in relation to child development at 24 and 36 months. The prediction of process quality from structural features of child care. Back to recent texts. Topic Editor: John Bennett, M. How to cite this article: Peisner-Feinberg ES.
Child care – Early childhood education and care
The Early Childhood Education Journal analyzes issues, trends, policies, and practices for early childhood education from birth through age eight. In addition, the journal offers well documented points of view and practical recommendations. The journal serves the needs of early childhood practitioners, including classroom teachers, child care providers, and teacher educators. Issue 2, March As a result of the significant disruption that is being caused by the COVID pandemic we are very aware that many researchers will have difficulty in meeting the timelines associated with our peer review process during normal times. Please do let us know if you need additional time.
The term 'early childhood care and education' (ECCE) refers to a range of processes and mechanisms Available at: aidshealing.orgbrief_aidshealing.org
Colorado Quality Standards for Early Childhood Care and Education Services
It is therefore important to understand the impact of these services and to ensure their quality and accessibility. A comprehensive document has been prepared for each topic that contains all the articles and the synthesis, for downloading. Download the complete topic. Child care — Early childhood education and care.
Early childhood education ECE ; also nursery education is a branch of education theory that relates to the teaching of children formally and informally from birth up to the age of eight. In recent years, early childhood education has become a prevalent public policy issue, as municipal, state, and federal lawmakers consider funding for preschool and pre-K. It is described as an important period in a child's development.