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ERIC Number: ED488879
Record Type: Non-Journal
Publication Date: 2004-Sep-15
Pages: 2
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: N/A
Diversity, Child Care Quality and Developmental Outcomes. FPG Snapshot, #21
FPG Child Development Institute, University of North Carolina
It is widely accepted that high quality child care enhances children's cognitive and social development, but some people question if what constitutes quality care depends on the child's ethnic and cultural background. To examine this issue, secondary analysis of the two largest U.S. studies of child care--the Cost, Quality, and Outcomes Study and the NICHD Study of Early Child Care--examined if standard measures of child care quality were less reliable or valid for African-American and English-speaking Latino children than for white children. Widely used measures of child care quality showed comparably high levels of reliability and similar levels of validity for white, African-American, and Latino children. Analyses examined if cognitive and social skills were related to child care quality, the match between child's and caregiver's ethnic background, and the match between the mother's and caregiver's beliefs about child-rearing. Results suggest that children from all three ethnic groups showed higher cognitive and social skills on standardized assessments shown to predict school success when caregivers were sensitive and stimulating. Children's skills were not consistently related to whether the child's and caregiver's ethnicity matched or whether the mother's and caregiver's beliefs about child-rearing were similar. These results suggest that children from all three ethnic groups benefit from sensitive and stimulating care, and that the global dimension of quality may be reflected in very different types of practices that reflect cultural differences.
FPG Child Development Institute, University of North Carolina at Chapel Hill, CB# 8185, Chapel Hill, NC, 27599-8185. Web site: http://www.fpg.edu.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A