Debby Cryer

The prediction of process quality from structural features of child care

Abstract The purpose of this study was to identify structural characteristics of center child care that are associated with observed child care quality from a large multi-state project. Hierarchical regressions examined the relations between quality of care and selected characteristics of the lead caregiver, classroom, center, and director. Nonprofit and for-profit centers (228 infant/toddler and 521 preschool classrooms) were randomly sampled in four states. Interviews, questionnaires, and observations were used assess structural and process quality. Overall, process quality was higher in states with more stringent child care regulations, nonprofit centers, and preschool classrooms. In infant/toddler classrooms, process quality was higher in classrooms with moderately experienced and better paid teachers, and more experienced directors. In preschool classrooms, process quality was higher in classrooms with teachers with more education, a moderate amount of experience, and higher wages. The findings suggest the need to increase the stringency of state child care regulations and to rearrange the budgets of child care programs.

Parents as child care consumers

Abstract The child care related values and quality assessments of parents as child care consumers were examined. Seven hundred and twenty-seven parents of infants/ toddlers and 2,407 parents of preschoolers responded to questionnaires, providing both importance and quality ratings for aspects of child care. Quality ratings for these same aspects of care were completed by trained data collectors. Parents gave high importance scores for all aspects of care, with higher scores for interactions, health and safety related items than for other aspects of care. Parents gave their childrens quality of care significantly higher ratings than did observers. When parents and observers rated the quality of aspects of care that were easy to monitor, differences in parent/observer quality scores were smaller than when they rated aspects that were more difficult to monitor. As parental values increased for an aspect of care, the difference between parent and observer quality scores also increased.

Predicting Process Quality from Structural Quality in Preschool Programs: A Cross-Country Comparison.

Abstract In this cross-national study, the relations between structural and process quality in preschool classrooms are examined and compared across four countries—Germany (n = 82), Portugal ( n = 80), Spain ( n = 55), and the United States ( n = 288). Process quality was assessed using the Early Childhood Environment Rating Scale and the Caregiver Interaction Scale. Structural quality variables include classroom, center, wage, and regional characteristics. A MANOVA found differences in levels of structural variables used in the different countries. Hierarchical regression, in which blocks of structural variables were entered according to their relative proximity to process quality, indicated that despite the diversity of the national systems, many of the same structural features have an impact on process quality. However, no one consistently powerful predictor of process quality was found, and there was no single block of variables with an overwhelming influence. The findings are viewed in terms of possibilities for improving process quality through manipulation of structural characteristics.

Comparisons of Observed Process Quality in Early Child Care and Education Programs in Five Countries.

In this cross-national study, observed process quality in preschool classrooms was compared across five countries—Austria (n = 37), Germany (n=103), Portugal (n=88), Spain (n=80), and the U.S.A. (n=390). Process quality was assessed using the Early Childhood Environment Rating Scale (ECERS) and the Caregiver Interaction Scale (CIS). Both instruments had comparable properties when used in the different countries. A MANOVA found overall ECERS differences between countries, with Austria and Germany scoring higher than Spain, and Austria higher than the U.S.A. CIS Sensitivity scale differences showed Austria and Spain with higher scores than the U.S.A. Tests of homogeneity of variance showed U.S.A. with the highest standard deviations. A discriminant analysis, using countries as groups and ECERS items as criterion variables, revealed differences between countries on two discriminant functions: Personalized Care and Availability and Use of Space and Play Materials. Results are discussed in terms of the early childhood traditions and infrastructures found in the five countries.

Parents’ perceptions of their children’s child care: a cross-national comparison☆

This study compares how parents in Germany and the USA perceive the quality of ECE services their preschoolers receive in the two different cultures and ECE systems existing in the countries. The sample included 2,407 parents in the USA and 392 in Germany. Classroom quality was assessed by trained observers using the USA and German versions of the Early Childhood Environment Rating Scale (ECERS). Parents’ perceptions of ECE programs were measured with a parent questionnaire (ECERSPQ), which is an adaptation of the ECERS. Findings show that in both countries, parents indicate high importance for the aspects of quality required in the ECERS/ECERSPQ, that parents assign substantially higher quality scores to their children’s classrooms than do trained observers, and parent quality assessments are influenced by the relative importance they attribute to aspects of quality. Findings are discussed in terms of assisting parents to become more discriminating in their child care choices.

Defining and Assessing Early Childhood Program Quality

In the United States, there is a definition of quality of early care and education (ECE) programs that is widely accepted in the early childhood profession. It emphasizes a child-centered approach to raising children, with caring adults who are kind and gentle rather than restrictive and harsh and who protect childrens health and safety, while providing a wealth of experiences that lead to learning through play. According to the definition, individuality and creativity are encouraged rather than conformity. This definition is often criticized by those with differing perspectives, but in general, it appears to be valid for those who value the aspects of development that are associated with success in the current mainstream American educational system and society. In this article, the content, rationale, and criticisms of that definition of quality are presented. Methods used in its assessment, and information regarding its validity, are explained.

Continuity of Caregiver for Infants and Toddlers in Center-based Child Care: Report on a Survey of Center Practices.

Abstract The purposes of this mail survey were to describe the extent to which child care programs use continuity of caregivers with infants and toddlers, the factors influencing decisions to move infants and toddlers to new classes, the practices used to prepare them for such moves, and the extent to which respondents agreed with the concept of providing continuity of caregivers. Child care programs accredited by the National Association for the Education of Young Children and those that were not accredited were selected randomly from existing data bases. Results indicate that (a) relatively few programs use continuity of caregivers for infants and even fewer use it for toddlers; (b) the majority of programs consider children’s attainment of developmental milestones, their age, and the space available in the next class when deciding when to transition infants and toddlers to new classes; (c) most centers used a number of practices to prepare infants and toddlers to move to new classes; and (d) more respondents report agreement with using continuity of caregivers than practice it. Relatively few differences were noted across accredited and nonaccredited centers on these issues.

Current Trends in European Early Child Care and Education

In this article, selected quality characteristics of the early care and education (ECE) systems in 15 European Union (EU) countries are examined. To understand the systems in their respective national contexts, statistics concerning maternal employment, single-parent families, and birthrates are presented. Issues discussed for each country include the availability and affordability of ECE provisions for parents and children, the level of public support provided for in-home parental care, teacher educational requirements, and the quality of care and education experienced by children. Although several of the EU countries provide adequate services to support families with young children, there are areas that need improvement in many countries. The problems of insufficient services to meet the needs of children under 3 years of age and inadequate funding of ECE services in most of the EU countries are discussed.

Comparisons of observed process quality in German and American infant/toddler programs

Observed process quality in infant/toddler classrooms was compared in Germany (n = 75) and the USA (n = 219). Process quality was assessed with the Infant/Toddler Environment Rating Scale(ITERS) and parent attitudes about ITERS content with the ITERS Parent Questionnaire (ITERSPQ). The ITERS had comparable reliabilities in the two countries and similar factors were found. Content validity of the ITERS is supported in both countries by similarly high ITERSPQ importance scores. ITERS classroom mean scores are similar (Germany = 3.21; USA = 3.36), but a higher US standard deviation is found. A discriminant analysis revealed differences between countries on a bipolar dimension, with US programs characterized by higher scores on custodial issues while German programs have higher scores on educational aspects. Spearman rank order correlations were completed on ITERSPQ importance scores and observed ITERS scores, showing an association only in the USA. Results are discussed in terms of the parental values and infrastructures found in the two countries. La qualité de processus observée dans les salles de classe des Enfants/Petits Enfants a été comparée en l’Allemagne (n = 75) et aux Etats‐Unis (n = 219). La qualité de processus a été évaluée avec l’Échelle d’Évaluation de l’Environnement des Enfants/Petits Enfants (ITERS) et les attitudes des parents au sujet du contenu de l’ITERS avec le Questionnaire d’ITERS pour les Parents (ITERSPQ). L’ITERS a eu fiabilités comparables dans les deux pays et des facteurs semblables ont été trouvés. La validité du contentu de l’ITERS est soutenue dans les deux pays par des points sur l’importance d’ITERSPQ pareillement hauts. Les points moyens ITERS de la salle de classe sontsemblables, (Allemagne = 3.21 ; Etats‐Unis = 3.36), mais un écart type plus élevé pour les Etats‐Unis est trouvé. Une analyse discriminante a indiqué des différences entre les pays sur une dimension bipolaire, avec les programmes des Etats‐Unis caractérisés par de points plus hauts sur la question de la garde tandis que les programmes allemands ont de points plus hauts sur des aspects éducatifs. Des corrélations Spearman d’ordre de rang ont été accomplies sur les points d’importance ITERSPQ et on a observé des points d’ITERS montrer une association seulement pour les Etats‐Unis. Des résultats sont discutés en termes de valeurs et infrastructures parentales trouvées dans les deux pays. La calidad de proceso observada en salas de clase de infantes/niños pequeños fue comparada en Alemania (n = 75) y los E.E.U.U. (n = 219). La calidad de proceso fue determinada con la Escala para Evaluar el Ambiente del Infante/ Niño pequeño (ITERS) y las actitudes de los padres hacia el contenido del ITERS con el Cuestionario ITERS para los Padres (ITERSPQ). El ITERS tenía confiabilidades comparables en los dos países y se encontraron factores similares. La validez del contenido del ITERS es apoyada en ambos países por los puntajes sobre la importancia del ITERSPQ que son semejantemente altos. Los puntajes medios ITERS de la sala de clase son similares, (Alemania = 3.21; E.E.U.U. = 3.36), pero se encuentra una desviación estándar más alta con los E.E.U.U. Un análisis discriminante reveló diferencias entre los países en una dimensión bipolar, con los programas de los E.E.U.U. caracterizados por puntajes más altos en el área de la custodia mientras que los programas alemanes tienen puntajes más altos en los aspectos educativos. Las correlaciones Spearman sobre el orden de rango fueron completadas en los puntajes sobre la importancia de ITERSPQ y se observaron puntajes de ITERS demostrando una asociación solamente en los E.E.U.U. Los resultados se discuten en términos de los valores parentales e infraestructuras encontradas en los dos países.