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Early Family Risk Factors and Home Learning Environment as Predictors of Children's Early Numeracy Skills through Preschool
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Kluczniok, Katharina – SAGE Open, 2017
The present study examines the impact of family risk factors (e.g., migration background, poverty) in early childhood on children's numeracy skills during preschool in Germany, and if these relations are mediated through the quality of the home learning environment. The data used for this research were collected using the longitudinal study…
Descriptors: At Risk Persons, Family Environment, Predictor Variables, Young Children
The Role of Preschool Quality in Promoting Child Development: Evidence from Rural Indonesia
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Brinkman, Sally Anne; Hasan, Amer; Jung, Haeil; Kinnell, Angela; Nakajima, Nozomi; Pradhan, Menno – European Early Childhood Education Research Journal, 2017
This article examines the relationship between preschool quality and children's early development in a sample of over 7900 children enrolled in 578 preschools in rural Indonesia. Quality was measured by: (1) classroom observations using the Early Childhood Environment Rating Scale-Revised (ECERS-R); (2) teacher characteristics; and (3) structural…
Descriptors: Role, Educational Quality, Child Development, Error of Measurement
Conventional and Piecewise Growth Modeling Techniques: Applications and Implications for Investigating Head Start Children's Early Literacy Learning
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Hindman, Annemarie H.; Cromley, Jennifer G.; Skibbe, Lori E.; Miller, Alison L. – Evaluation Review, 2011
This article reviews the mechanics of conventional and piecewise growth models to demonstrate the unique affordances of each technique for examining the nature and predictors of children's early literacy learning during the transition from preschool through first grade. Using the nationally representative Family and Child Experiences Survey…
Descriptors: Emergent Literacy, Preschool Education, Disadvantaged Youth, Child Development
Teacher Education, Motivation, Compensation, Workplace Support, and Links to Quality of Center-Based Child Care and Teachers' Intention to Stay in the Early Childhood Profession
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Torquati, Julia C.; Raikes, Helen; Huddleston-Casas, Catherine A. – Early Childhood Research Quarterly, 2007
The purposes of this study were to present a conceptual model for selection into the early childhood profession and to test the model using contemporaneous assessments. A stratified random sample of center-based child care providers in 4 Midwestern states (n=964) participated in a telephone interview, and 223 were also assessed with the Early…
Descriptors: Teacher Education, Teacher Motivation, Compensation (Remuneration), Work Environment
Capturing Quality in Early Childhood through Environmental Rating Scales
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Sylva, Kathy; Siraj-Blatchford, Iram; Taggart, Brenda; Sammons, Pam; Melhuish, Edward; Elliot, Karen; Totsika, Vasiliki – Early Childhood Research Quarterly, 2006
This paper explores the relationship between "process" quality characteristics in English pre-school centres and the developmental progress made by children between the ages of 3-5 years. A nationally representative sample of 141 English pre-schools participated in this study with longitudinal pre- and post-test measures taken from 2857…
Descriptors: Family Characteristics, Rating Scales, Young Children, Educational Quality
Best Practices for Beginners: Developmental Appropriateness in Kindergarten.
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Bryant, Donna M.; And Others – American Educational Research Journal, 1991
The extent of developmentally appropriate practices was studied in 103 kindergarten classrooms across North Carolina. Ninety-three teachers and 93 principals were also surveyed to determine predictors of classroom quality. Only 20 percent of the classes met criteria for developmental appropriateness, and quality was predictable from teacher and…
Descriptors: Check Lists, Child Development, Classroom Techniques, Curriculum Evaluation