The primary aim of this study was to identify particular group configurations and teacher behaviors that co-occurred with children's active engagement in public school early childhood classrooms for 4-year-olds. Children (N=138, 52% boys) were observed using a time sampling method in 12 classrooms in 12 urban schools serving students from…

Used data from a family child care study and a licensing study to identify dimensions best predicting global day care quality in over 300 child care homes. Found that caregiver training most consistently predicted global quality. Found no reliable association between care quality and child-caregiver ratio or age-weighted group size recommendations…

Identified child and classroom characteristics accompanying complex peer and object interactions in ethnically diverse early childhood classrooms. Found that complex peer interactions were most likely for girls, especially English-speaking, when there was no teacher involvement, and in creative activities. Complex interactions with objects were…

Investigated the role of classroom characteristics and preschool children's complex interactions with teachers, objects and peers. Found that complex interactions with objects were most probable in dramatic play and in art activities with the teacher present. Complex peer interactions were rare, but complex teacher interactions were probable in…

Examined 22 Head Start teachers' involvement in activity settings, their roles, and their talk during free play. Found that teachers were most often in the role of play enhancer/playmate and stage manager. Teachers spent most time in constructive and manipulative activity settings. Their talk focused most often on statements and questions…

A study of 114 children examined the relationship of children's competence with objects and peers during free play with stimulating, involved teacher behavior; activity setting; as well as teacher and peer presence. Results are discussed in light of current research and theory on classroom practices designed to enhance children's development. (TJQ)

Compared family day care providers participating in training to providers who did not. Found that the two groups were very similar, that those who dropped out of training were less experienced and used fewer business and safety practices than those who completed it, and that training increased global quality, but not process quality, at two of…

This study examined the experience and perceptions of child care workers regarding three aspects of the child care work setting: (1) center characteristics; (2) task characteristics; and (3) salary and benefits. (PCB)

Describes two studies that examined (1) whether negative evaluations of parents by day care staff should be viewed as a problem in the relationship between caregivers and families and (2) whether children experience day care differently as a function of staff attitudes about the caregiving abilities of their parents. (HOD)

Examined interrelationships of family, child care, and children in the family day-care system to portray the ecology of family day care. Found that families did not choose caregivers who resembled themselves in terms of socioeconomic status, childrearing preferences, and stress. Family day-care quality was associated with conditions of caregiving…