Enhancing Early Child Care Quality and Learning for Toddlers at Risk: The Responsive Early Childhood Program

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Autor/inn/en	Landry, Susan H.; Zucker, Tricia A.; Taylor, Heather B.; Swank, Paul R.; Williams, Jeffrey M.; Assel, Michael; Crawford, April; Huang, Weihua; Clancy-Menchetti, Jeanine; Lonigan, Christopher J.; Phillips, Beth M.; Eisenberg, Nancy; Spinrad, Tracy L.; de Viliers, Jill; de Viliers, Peter; Barnes, Marcia; Starkey, Prentice; Klein, Alice
Titel	Enhancing Early Child Care Quality and Learning for Toddlers at Risk: The Responsive Early Childhood Program
Quelle	In: Developmental Psychology, 50 (2014) 2, S.526-541 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0033494
Schlagwörter	Educational Quality; Early Childhood Education; At Risk Persons; Toddlers; Program Descriptions; Social Development; Emotional Development; Child Behavior; Control Groups; Class Activities; Emergent Literacy; Sociocultural Patterns; Low Income; Classroom Techniques; Mathematics Skills; Language Skills; Teacher Student Relationship; Intervention; Cognitive Ability; Child Care Centers; Disadvantaged Youth; School Readiness; Faculty Development + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Risikogruppe; Infant; Infants; Toddler; Kleinkind; Soziale Entwicklung; Gefühlsbildung; Frühleseunterricht; Soziokulturelle Theorie; Niedriglohn; Klassenführung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Denkfähigkeit; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Benachteiligter Jugendlicher; Readiness for school; School ability; Schulreife
Abstract	Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, social-emotional classroom activities (RECC). Classroom observations showed greater gains for RECC and RECC teachers' responsive practices including helping children manage their behavior, establishing a predictable schedule, and use of cognitively stimulating activities (e.g., shared book emotional, behavioral, early literacy, language, and math outcomes as well as the teacher-child relationship. The intervention targeted the use of a set of responsive teacher practices, derived from attachment and sociocultural theories, and a comprehensive curriculum. Sixty-five childcare classrooms serving low-income 2- and 3-year-old children were randomized into 3 conditions: business-as-usual control, Responsive Early Childhood Curriculum (RECC), and RECC plus explicit reading) compared with controls; however, teacher behaviors did not differ for focal areas such as sensitivity and positive discipline supports. Child assessments demonstrated that children in the interventions outperformed controls in areas of social and emotional development, although children's performance in control and intervention groups was similar for cognitive skills (language, literacy, and math). Results support the positive impact of responsive teachers and environments providing appropriate support for toddlers' social and emotional development. Possible explanations for the absence of systematic differences in children's cognitive skills are considered, including implications for practice and future research targeting low-income toddlers. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01