The Relationship of the Type of Preschools with Child Development and Parent Involvement

Abstract

Normal 0 false false false BS-LATN-BA X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Times New Roman,serif; mso-ansi-language:EN-US;} Evaluating how early childhood education and care (ECEC) settings have an effect on children’s development is important. In this research, the relationship among the types of preschools, parents’ views of quality, and children’s development were investigated. The data were collected from parents and teachers of twenty-eight ECEC settings. 295 parents filled out “From a parent's point of view: Measuring the quality of child care” and 336 teachers filled out “Early Development Indicators”. In findings, types of schools seemed to continue affecting socio-emotional development even though family income was controlled. On the contrary to the other studies, not the family factors but the types of schools and numbers of children in classroom have affected children’s development.