Literaturnachweis - Detailanzeige
Autor/inn/en | Burchinal, Margaret R.; Cryer, Debby |
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Titel | Diversity, Child Care Quality, and Developmental Outcomes |
Quelle | In: Early Childhood Research Quarterly, 18 (2003) 4, S.401-426 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0885-2006 |
DOI | 10.1016/j.ecresq.2003.09.003 |
Schlagwörter | Ethnicity; Mothers; Caregivers; Cultural Differences; Cultural Background; Social Development; Child Care; Educational Quality; Cognitive Development; African American Children; Hispanic Americans; Child Rearing; Beliefs; Evaluation Methods; Caregiver Child Relationship; Academic Achievement Ethnizität; Mother; Mutter; Caregiver; Carer; Betreuungsperson; Pfleger; Kultureller Unterschied; Soziale Entwicklung; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Kognitive Entwicklung; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Hispanic; Hispanoamerikaner; Kindererziehung; Belief; Glaube; Schulleistung |
Abstract | It is widely accepted that high quality child care enhances children's cognitive and social development, but some question whether what constitutes quality care depends on the child's ethnic and cultural background. To address this question, secondary analysis of data from the two largest studies of child care experiences in the United States, Cost, Quality, and Outcomes Study and the NICHD Study of Early Child Care, tested whether 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 tested whether cognitive and social skills were related to child care quality, the match between child's and caregiver's ethnicity, and the match between the mother's and caregiver's beliefs about child-rearing. Results indicated children from all three ethnic groups showed higher levels of 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 two large studies suggest that children from all three ethnic groups benefit from sensitive and stimulating care on child outcomes related to school success. The results are interpreted as indicating that the global dimension of quality may be reflected in very different types of practices that reflect cultural differences. (Author). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |