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ERIC Number: EJ1022302
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1090-1027
Results from the Quality Early Childhood Training Program
Wilcox-Herzog, Amanda; McLaren, Meridyth; Ward, Sharon; Wong, Eugene
Journal of Early Childhood Teacher Education, v34 n4 p335-349 2013
High-quality child care is related to children's positive developmental outcomes. One way to increase quality of care is to provide training to child care providers. This study used assessment-based training to determine if overall quality of care in center-based preschools could be enhanced. Participants were recruited from six center-based child care programs serving preschool-age children and included program administrators, teachers, teacher aides, and enrolled children. Program administrators ("N"?=?6) were assessed with the Program Administration Scale (Talan & Bloom, 2004), classrooms ("N"?=?14) with the Early Childhood Environment Rating Scale Revised (ECERS-R; Harms, Clifford, & Cryer, 2005) and the Early Language and Literacy Classroom Observation-Research Edition (ELLCO; Smith & Dickinson, 2002), teachers ("N"?=?24) with the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2007), and children ("N"?=?135) with an author-created measurement designed to assess typical skills across five child domains. Assessments were administered at two time points and individualized targeted training was provided in between. Results demonstrated that after 7 months of intervention, the largest effect sizes were seen at the program administration and classroom levels and that smaller effect sizes were found at the teacher and child levels.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: Early Childhood Environment Rating Scale