Benjamin L Bayly1, Karen L Bierman2, Linda Jacobson2. 1. Agricultural Economics, Sociology, and Education, The Pennsylvania State University, University Park, PA, USA. 2. Department of Psychology, The Pennsylvania State University, University Park, PA, USA.
Abstract
BACKGROUND: Childcare programs serving preschool children are generally of poorer quality than publicly-funded preschools both in terms of their classroom processes and structural features. Research on childcare programs has typically collapsed them into a single group, yet these programs vary greatly in neighborhood disadvantage and organization as they are managed by for-profit chains, non-profit community organizations, faith-based organizations, or individual owners. Little is known about variations in childcare program quality and what factors are associated with quality. OBJECTIVE: The current study utilized latent profile analysis (LPA) with classroom process, structural features, and neighborhood disadvantage indicators to identify patterns of quality and neighborhood disadvantage within a diverse sample of childcare programs serving preschool children. METHODS: Classroom processes (instructional support, emotional support, classroom management, positive discipline) and structural features (teacher age, experience, education, and satisfaction) data was collected from preschool teachers (N = 127) from 76 childcare programs. Neighborhood disadvantage (median income; rates of unemployment, single parents, and education) was measured using census tract data. RESULTS: LPA indicated two profiles of childcare programs with high-quality classroom processes and two with poorer processes. Both of the high-quality profiles were in low-to-moderate income neighborhoods and the two low-quality profiles were in more affluent neighborhoods. Subsequent analyses suggested quality covaried with management type with the lowest quality centers often run by for-profit chains. CONCLUSIONS: Connections between classroom processes, structural features, and neighborhood disadvantage are complex making it extremely challenging for parents to identify high-quality care for their children.
BACKGROUND: Childcare programs serving preschool children are generally of poorer quality than publicly-funded preschools both in terms of their classroom processes and structural features. Research on childcare programs has typically collapsed them into a single group, yet these programs vary greatly in neighborhood disadvantage and organization as they are managed by for-profit chains, non-profit community organizations, faith-based organizations, or individual owners. Little is known about variations in childcare program quality and what factors are associated with quality. OBJECTIVE: The current study utilized latent profile analysis (LPA) with classroom process, structural features, and neighborhood disadvantage indicators to identify patterns of quality and neighborhood disadvantage within a diverse sample of childcare programs serving preschool children. METHODS: Classroom processes (instructional support, emotional support, classroom management, positive discipline) and structural features (teacher age, experience, education, and satisfaction) data was collected from preschool teachers (N = 127) from 76 childcare programs. Neighborhood disadvantage (median income; rates of unemployment, single parents, and education) was measured using census tract data. RESULTS: LPA indicated two profiles of childcare programs with high-quality classroom processes and two with poorer processes. Both of the high-quality profiles were in low-to-moderate income neighborhoods and the two low-quality profiles were in more affluent neighborhoods. Subsequent analyses suggested quality covaried with management type with the lowest quality centers often run by for-profit chains. CONCLUSIONS: Connections between classroom processes, structural features, and neighborhood disadvantage are complex making it extremely challenging for parents to identify high-quality care for their children.
Authors: Diane M Early; Kelly L Maxwell; Margaret Burchinal; Soumya Alva; Randall H Bender; Donna Bryant; Karen Cai; Richard M Clifford; Caroline Ebanks; James A Griffin; Gary T Henry; Carollee Howes; Jeniffer Iriondo-Perez; Hyun-Joo Jeon; Andrew J Mashburn; Ellen Peisner-Feinberg; Robert C Pianta; Nathan Vandergrift; Nicholas Zill Journal: Child Dev Date: 2007 Mar-Apr
Authors: Tran D Keys; George Farkas; Margaret R Burchinal; Greg J Duncan; Deborah L Vandell; Weilin Li; Erik A Ruzek; Carollee Howes Journal: Child Dev Date: 2013-01-17
Authors: Andrew J Mashburn; Robert C Pianta; Bridget K Hamre; Jason T Downer; Oscar A Barbarin; Donna Bryant; Margaret Burchinal; Diane M Early; Carollee Howes Journal: Child Dev Date: 2008 May-Jun