ERIC Number: ED449883
Record Type: Non-Journal
Publication Date: 1999-Oct
Reference Count: N/A
The Children of the Cost, Quality, and Outcomes Study Go to School. Technical Report.
Peisner-Feinberg, Ellen. S.; Burchinal, Margaret R.; Clifford, Richard M.; Yazejian, Noreen; Culkin, Mary L.; Zelazo, Janice; Howes, Carollee; Byler, Patricia; Kagan, Sharon Lynn; Rustici, Jean
Since a substantial majority of preschoolers participate in some form of child care before coming to school, the Cost, Quality, and Child Outcomes in Child Care Centers Study (CQO) was designed to examine the influence of typical center-based child care on children's development during their preschool years and as they move into formal elementary education. This report details the results through the end of second grade. Chapter 1 of the report describes the conceptual framework and methods. Measures are summarized related to children's receptive vocabulary, mathematics and letter-word recognition skills, behavior problems, sociability, and peer relationships; parent values and attitudes, and parent involvement; classroom/child care quality; and teacher characteristics. Chapter 2 describes the child care, kindergarten, and second grade classrooms observed, including a discussion of the continuity between child care and school environments. Chapter 3 describes the families of the participating children. Chapter 4 describes the children themselves. Chapter 5 presents the main findings of the study relating child care quality to children's outcomes and discusses their broader importance. Chapter 6 delineates the implications that follow from the findings and makes recommendations for policy and practice. The report concludes by asserting that high quality child care experiences, in terms of both classroom practices and teacher-child relationships, enhance children's abilities to take advantage of the educational opportunities as they enter kindergarten and through the early elementary school years. The report's three appendices contain additional data tables, technical information on measures and data analyses, and lists of papers reporting CQO findings. Contains 52 references. (KB)
Descriptors: Academic Achievement, Behavior Problems, Caregiver Child Relationship, Child Behavior, Cognitive Development, Day Care, Day Care Centers, Day Care Effects, Early Childhood Education, Elementary School Students, High Risk Students, Interpersonal Competence, Longitudinal Studies, Parent Attitudes, Peer Relationship, Public Policy, Social Development, Teacher Student Relationship, Vocabulary Development
FPG Publications Office, University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Center, Sheryl-Mar Building, CB No. 8185, Chapel Hill, NC 27599-8185; Tel: 919-966-4221; e-mail: firstname.lastname@example.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Carnegie Corp. of New York, NY.; Smith Richardson Foundation, Inc., Greensboro, NC.; Pew Charitable Trusts, Philadelphia, PA.; Grant (W.T.) Foundation, New York, NY.; A.L. Mailman Family Foundation, Inc.; David and Lucile Packard Foundation, Los Altos, CA.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.; Colorado Univ. Health Sciences Center, Denver.; California State Univ., Los Angeles.; Yale Univ., New Haven, CT.