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Autor/inn/en | Kohl, Katharina; Bihler, Lilly-Marlen; Willard, Jessica A.; Agache, Alexandru; Leyendecker, Birgit |
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Titel | Linking quantity and quality of early childhood education and care to children's socio-emotional adjustment. A german cross-sectional study. |
Quelle | In: Early education and development, 31 (2020) 2, S. 177-199
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Beigaben | Literaturangaben |
Zusatzinformation | Forschungsdaten, Studiendetails und Erhebungsinstrumente (1) Forschungsdaten, Studiendetails und Erhebungsinstrumente (2) |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 1040-9289; 1556-6935 |
DOI | 10.1080/10409289.2019.1650543 |
Schlagwörter | Längsschnittuntersuchung; Sozio-emotionaler Faktor; Frühe Kindheit; Schüler-Lehrer-Beziehung; Interaktion; Einflussfaktor; Qualität; Quantität; Migrant; Deutschland |
Abstract | This study examined how quantity and quality of early childhood education and care (ECEC) are related to the socio-emotional adjustment of children born in Germany (30-48 months old, N = 395). Previous research focused on a small set of ECEC features, used broad measures, and yielded inconclusive results. We assessed ECEC quantity (age at entry, hours per week), process quality (CLASS Pre-K), structural quality (child-teacher ratio), and classroom composition (percentage of immigrant children). Controlling for child, family, and teacher characteristics, we tested main and interaction effects in regression analyses. Research Findings: More hours per week predicted lower adjustment only on specific indicators (hyperactivity, conduct problems) and only in classrooms with a high percentage of immigrant children or a high child-teacher ratio. In addition, a higher child-teacher ratio predicted more conduct problems, but only for children who entered ECEC at a very young age. Process quality did not predict adjustment. Practice or policy: In sum, this implies that German ECEC does not pose a major risk for children's socio-emotional adjustment, as only certain aspects of quantity and structural quality are linked to very specific socio-emotional outcomes under very specific circumstances. (Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2020/3 |