Early Childhood Environment Research Articles

From Home to the Home Corner: Observing Children's Identity‐Maintenance in Early Childhood Settings

This article draws on data from two recent studies of young children in early childhood settings. One study was of children in a Korean private kindergarten, the other of children in a UK reception class. In each study, the data discussed include both evidence from ‘home’ (including parent interviews) and evidence from ‘school’ (including conversations with the children themselves) on the gendered and ethnic identities the children display in the classroom. The children's stated beliefs and preferences, and their observed choice of activities and friends, appear to be influenced both by the beliefs and behaviour of their families, and by the early childhood environments they are offered. The transition from home to group settings, it is suggested, may reinforce rather than diminish the stereotyping along gendered and ethnic lines, while participation in ‘research’ conversations may provide a rare opportunity for the children to question and reflect on stereotypes. Copyright © 2006 The Author(s).

Leg length, cognitive impairment and cognitive decline in an African‐Caribbean population

Shorter leg length is associated with an adverse environment in early childhood and has been found to be associated with a variety of disorders occurring in mid- to late-life, including dementia in a Korean population. In a community population of African-Caribbean elders, in whom leg length had been measured, we sought to compare associations with cognitive impairment at baseline and cognitive decline over a three-year follow-up period. Of 290 African-Caribbean residents in south London recruited at baseline, 216 (74%) were re-interviewed after a three-year period and 203 had sufficient data for this analysis. Cognitive impairment was derived as a binary category from a battery of cognitive tests administered at baseline and cognitive decline was derived from change in performance on a subset of these tests. Leg length (iliac crest to lateral malleolus) was also measured. Shorter leg length was associated with female sex, lower occupational social class and reported hypertension and diabetes. Shorter leg length (lowest quartile) was significantly associated with cognitive impairment but there were no apparent associations with cognitive decline. The association with cognitive impairment was independent of age, sex and education. Social class appeared to be an important mediating factor. Shorter leg length may be a marker of early life stressors which result in reduced cognitive reserve. Interestingly this association was mediated more strongly by social class (previous occupational status) than by education in this population.

Capturing quality in early childhood through environmental rating scales

This paper explores the relationship between ‘process’ quality characteristics in English pre-school centres and the developmental progress made by children between the ages of 3–5 years. A nationally representative sample of 141 English pre-schools participated in this study with longitudinal pre- and post-test measures taken from 2857 children at ages 3 and 5. Centre quality was assessed using two observational instruments, the revised version of the Early Childhood Environment Rating Scale [Harms, T., Clifford, M., & Cryer, D. (1998). Early Childhood Environment Rating Scale, Revised Edition ( ECERS-R). Vermont: Teachers College Press] and a new English curriculum extension to it [Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2003). Assessing quality in the early years: Early Childhood Environment Rating Scale-Extension (ECERS-E): Four curricular subscales. Stoke-on Trent: Trentham Books]. This new instrument was developed specifically for assessing the curricular aspects of quality, including pedagogy, in pre-school centres subject to the English national Early Childhood Curriculum. Multi-level statistical analyses revealed that quality of centre-based provision as measured by the ECERS-E was a significant predictor of children's development at entry to school after controlling for pre-test, child characteristics and family background. This study demonstrated that the ECERS-E is a reliable instrument for assessing the educational aspects of process quality and is a significant predictor of children's cognitive/linguistic progress. In contrast, the ECERS-R had a stronger relationship with children's socio-behavioural progress in the pre-school period.

Parent involvement in child care settings: conceptual and measurement issues

This paper discusses the conceptualization and measurement of Parent Child Care Involvement (PCCI) and questions whether PCCI should be included in high‐stakes quality ratings. It presents data on several PCCI measures, including one used by the National Association for the Education of Young Children, the Parent Caregiver Relationship Scale (Elicker et al., 1997) and PCCI items from the National Longitudinal Survey of Youth and the Early Childhood Environment Rating Scale—Revised (ECERS‐R). Across these measures parents uniformly describe child care providers as welcoming and supportive even when other quality measures reveal significant problems. Providers display similar positivity when reporting their own PCCI efforts. A new author‐devised measure, Family–Provider Partnership, produces similar positivity bias. Nevertheless, Family–Provider Partnership scores were strongly associated with other measures of child care quality, including the ECERS‐R Infant‐Toddler Environment Rating Scale (ITERS), ratios and staff credentials. Such relationships justify inclusion of PCCI in child care quality ratings.

Revisiting the Two Faces of Child Care Quality: Structure and Process

While child care quality has been examined in numerous studies, the definition of quality and specifically, the concepts of structural and process quality, have not been adequately explored. In this qualitative analysis of the constructs of process and structural quality, a content analysis of the Early Childhood Environment Rating Scale-Revised (ECERS-R), a commonly used measure of process quality, was conducted to investigate its use as a measure of process quality. Through constant comparative analysis of the ECERS-R at the indicator level, definitions of structure and process were formulated. Results show that over half of the indicators of the ECERS-R are measuring structural quality rather than process quality. Further examination of quality as a dynamic exchange between individuals and context is needed to advance research in the area of early childhood program quality.

α1-Antitrypsin Deficiency in 26-Year-Old Subjects: Lung, Liver, and Protease/Protease Inhibitor Studies

Clinical and biochemical signs of lung and liver disease have been followed prospectively in a birth cohort of individuals with alpha1-antitrypsin (AAT) deficiency.At age 26 years, the focus was on clinical health, lung and liver function tests, and plasma markers of the protease/antiprotease balance. The effect of early childhood environment and symptoms was also studied.Eligible individuals were 26-year-old subjects with AAT deficiency (PiZ, n = 122; PiZ -, n = 2; PiSZ/S-, n = 53) and control subjects (PiMM, n = 44). Of the original AAT-deficient subjects, 119 completed the clinical examination and 134 answered the questionnaire.The prevalence of respiratory symptoms did not differ between the PiZ and SZ groups. Sixteen percent of PiZ and 14% of PiSZ subjects had asthma. Four current smokers (67%) and 22% of ex-smokers/never-smokers reported recurrent wheezing (p = 0.03). No difference in FEV1 or FEV1/FVC ratio was found between the PiZ, SZ (5% being smokers), and MM individuals (all nonsmokers). A decreased FEV1/FVC ratio was found in PiZ subjects with neonatal cholestasis, compared to remaining PiZ subjects (p = 0.02). Recurrent wheezers at age 2 years with AAT deficiency had decreased FEV1/FVC ratio (p = 0.025) at age 26 years. None had clinical symptoms of liver disease. Six percent of PiZ and 9% of PiSZ subjects had a marginal increase of serum alanine aminotransferase; 7% of PiZ and 4% of PiSZ had abnormal gamma-glutamyl transferase test results. The PiZ and SZ individuals had decreased plasma albumin (p = 0.0002). Secretory leukocyte protease inhibitor (SLPI) was increased in PiZ and SZ subjects compared to PiMM subjects (p = 0.0001). Neutrophil lipocalin was decreased in PiZ subjects (p = 0.0004) and PiSZ subjects (p = 0.001) compared to PiMM individuals. The elastase/AAT complex concentration was lower in AAT-deficient subjects (p = 0.0001).Twenty-six-year-old PiZ and SZ individuals (5% smokers) had normal lung function test results, and 4 to 9% had marginal deviations in liver test results. Analyses of SLPI and neutrophil lipocalin, a marker of neutrophil activity, indicate compensatory changes in the AAT-deficiency state.

Measurement of quality in preschool child care classrooms: An exploratory and confirmatory factor analysis of the early childhood environment rating scale-revised

The purpose of the current study was to examine the psychometric properties of the Early Childhood Environment Rating Scale-Revised (ECERS-R) with a large sample (1313 classrooms). We explored both the seven subscales and the possibility of fewer distinct aspects of quality being measured by the scale. The large sample size allowed both exploratory and confirmatory factor analyses to be performed. The results showed two distinct factors, Activities/Materials (nine items) and Language/Interaction (seven items), which accounted for 69% of the variance. High internal consistency scores, a moderate correlation between the factor-based scales, and a strong correlation between the combined factor-based scales and the overall ECERS-R score suggested these were distinct factors that could serve as a proxy for the larger scale. Structural aspects of quality and teacher education were examined in relation to the new factor-based scales and the overall score. Implications for practitioners and future research suggestions are provided.

Early childhood environment related to microbial exposure and the occurrence of atopic disease at school age

There is a growing body of evidence that the early childhood environment with respect to day care attendance, older siblings, pet ownership, and early life airway infections may protect from developing atopic disease. Few studies have distinguished between atopic sensitization and symptoms, and none have evaluated independent contributions for all of these different environmental conditions. Examine independent effects on atopic sensitization and symptoms of day care attendance, older siblings, pet ownership, and early infancy's airway disease. A cross-sectional survey among 8-13-year-old school children with complete data for 1555 children. After adjustment for confounders, atopic sensitization occurred less frequently in children that had attended a day care centre (OR: 0.73, 95% CI: 0.55-0.98) or had a cat or dog before 2 years of age (OR: 0.78, 95% CI: 0.61-0.99). Having older siblings yielded a nonsignificant trend towards protection (OR: 0.88, 95% CI: 0.70-1.11). For symptoms, there was no relation with having older sibs, day care attendance and pet ownership, although there was a trend towards protection for the combination of atopy and symptoms. In contrast, children with doctors' treated airway disease before age 2, more frequently reported recent symptoms of wheeze, asthma, rhinitis, or dermatitis (all P < 0.05). Early life environmental exposure to day care, or pets may protect against atopic sensitization. Protection against symptoms only occurred if atopic sensitization was present as well.

Book Review: ‘Early Childhood Environmental Education: Making it mainstream’

Book Review: ‘Early Childhood Environmental Education: Making it mainstream’

Using Quilts and Quilt Picture Books to Celebrate Diversity with Young Children

Quilts, with their bright colors, puzzle-like patterns and comforting touch, naturally appeal to children. Quilts may cover beds, blanket naps, or serve some other function in children’s homes, and the family context of quilts makes them appropriate for exploring diversity with young children in the classroom. A rich and extensive collection of quilt-centered picture books is available that explores cultural, intergenerational and social awareness themes through engaging text and captivating illustrations. Quilts and quilt-themed picture books are useful additions to an early childhood environment that explores, celebrates and integrates diversity in the daily life of the young child.

Learning contexts for young children in Chile: process quality assessment in preschool centres

ITERS (Infant and Toddler Environment Rating Scale), ECERS (Early Childhood Environment Rating Scale) and SACERS (School Age Care Environment Rating Scale) are used to measure process quality. The psychometric characteristics of the three scales are established, and high reliability and adequate validity are observed. The global quality process for the classrooms under study is less than good; process quality based on the direct interaction of adults with children in the classroom is better when compared with quality related to the experiences that children have with learning materials, equipment and space. The associations between child development outcomes and childcare quality are examined. Vocabulary, social development and adaptive behaviour show a strong and positive association with ECERS. Hierarchical regression analyses show that preschool quality has a significant and persistent effect in the variation of child outcomes (5%). These effects are maintained three years later, when children are in primary school (8%).

Review essay—from three perspectives

Click to increase image sizeClick to decrease image size Notes Early Childhood Environment Rating Scale‐Revised (Harms et al., ); Infant/Toddler Environment Rating Scale (Harms et al., ); School‐Age Care Environment Rating Scale (Harms et al., ).

Reconsidering Risk: Adapting Public Policies to Intergenerational Determinants and Biosocial Interactions in Health-Related Needs

According to recent research, interactions between infant health and environment can play crucial roles in clustering health and economic disadvantage among certain families. Researchers have provided a clear example of such intergenerational biosocial cycles when they document that interactions between parental low birth weight status and prenatal environment are associated with the risk of a low birth weight, and that interactions between a child's birth weight status and early childhood environment are associated with adult socioeconomic outcomes. In this article, we consider how existing policies may be revised to more effectively address such interactions between social and biological risk categories. We are particularly concerned in this discussion with revising risk categories so they can encompass biological risk, social risk, and developmental frameworks. A framework of biosocial risk is quite flexible and may be applied to a variety of issues and programs; however, in this article we focus on the single case of low birth weight to illustrate our argument. In considering specific applications, we further explore how attention to biosocial interactions may reshape Medicaid, special education, the Earned Income Tax Credit, and Temporary Assistance for Needy Families.

The impact of day care on socially disadvantaged families: an example of the use of process evaluation within a randomized controlled trial

This paper describes a process evaluation that was conducted alongside a randomized controlled trial of out-of-home pre-school day care. The evaluation aimed to: (1) describe the intervention; (2) document the day care received by participating families; (3) describe the social context of the trial; and (4) provide data to assist in the interpretation of trial outcomes. The setting for the trial was an out-of-home day care Centre in Hackney, East London. Process data were collected through the use of questionnaires, interviews, and researcher field-notes. Data from questionnaires were collected from 120 mothers and included data on 143 children. Interviews were undertaken with 21 participating mothers. Staff also completed questionnaires and the Head of the Centre was interviewed. The quality of care provided was assessed using the Early Childhood Environment Rating Scale. Process data collected during the trial suggest that the day care provided was education-led, flexible in catering to families' needs, and was of a very high quality. The social context of the trial resulted in financial pressures, which may well have influenced the intervention provided. Data collected through in-depth interviews suggested that it may be the flexibility of day care that is particularly important in allowing women to return to paid employment, but that the loss of benefits when starting work may have meant no increase in household income. The paper illustrates the value of conducting a process evaluation alongside a randomized trial, particularly where complex interventions are involved. In this case, where the intervention was not provided by the research team, the evaluation allowed an insight into the content of a multifaceted intervention, which is useful in interpreting the trial's results, and in explaining the possible effects of the social context on the intervention.

Examining the psychometric properties of the Early Childhood Environment Rating Scale-Revised (ECERS-R)

The psychometric properties of the revised Early Childhood Environment Rating Scale (ECERS-R) were examined using 202 Colorado child care centers. A factor analysis revealed that the ECERS-R does not measure seven distinct aspects of quality, as asserted by the developers of the ECERS-R, but instead measures one global aspect of quality. This suggests high redundancy among the 43 items in the ECERS-R. We selected subgroups of items randomly, by identifying easy-to-administer items, and by having practitioners select items they deemed to be especially important to child-care provider quality. Comparison of scores on these different subgroups of items to the overall ECERS-R scores revealed that the subgroups provided highly similar measures of quality. Relationships between scores based on each of the subgroups of items and the overall ECERS-R scores to staff credentials and staff-to-child ratios were comparable. Results suggest that much smaller subgroups of items provide information that is very similar to information generated by administering the full ECERS-R. Findings are interpreted in light of growing use of the ECERS-R in high-stakes settings.

The Relation between the Ratio of Children Per Activity Area and Off-Task Behavior and Type of Play in Day Care Centers

Given the explosion in growth of out-of-the-home child care, increasing attention is being focused on the developmental consequences of early childhood environments. The authors show that the ratio of children to the number of activity areas in the classroom is positively correlated with off-task time. There is also a marginal, negative correlation to engagement in constructive play. Use of hierarchical linear modeling allowed the authors to examine these processes in a repeated measures design, with controls for center and for family income.

Child Care Subsidy and Quality

This study compared the quality of child care programs serving children receiving government subsidies to those not serving such children. Thirty-four classrooms in full day programs serving preschool aged children (19 subsidized, 15 unsubsidized) were observed using the Early Childhood Environment Rating Scales-Revised (ECERS-R). (1) Research Findings: One way ANOVA indicated that programs not serving children receiving subsidies were rated higher on overall quality, language and reasoning, learning activities, and social interactions. Teacher salary was significantly correlated with overall quality, and after controlling for teacher salary, subsidy density did not uniquely predict variance in overall quality. (2) Policy Implications: Overall low quality indicates a need for a quality improvement initiative using proven methods. Minimum guidelines for quality beyond state licensing standards should be used to ensure that children in subsidized programs are receiving adequate care and to oversee state and federal investments in early childhood education.

Project DATA (Developmentally Appropriate Treatment for Autism)

Providing appropriate educational services to young children with autism may be one of the defining challenges of the 1990s and early 2000s for early childhood special education. The number of children with autism is increasing dramatically, the research literature is rich with evidence-based instructional strategies, and the Internet is even more full of information and advice of unknown quality. Parents and school district personnel, often working together but sometimes at odds, need to develop programs to meet the needs of these children. Project DATA (Development Appropriate Treatment for Autism) started as a federally funded model demonstration project for developing a school-based program for young children with autism that would be effective and acceptable to consumers (e.g., parents, school personnel). Project DATA consists of five components: a high-quality early childhood environment, extended instructional time, social and technical support for families, collaboration and cooperation across services, and transition support. In this article, we provide data demonstrating the effectiveness of this model and discuss the implications of this type of inclusive programming for young children with autism.

Improving and Sustaining Center Quality: The Role of NAEYC Accreditation and Staff Stability

Research Findings. This study examines child care centers that improved quality and sustained these improvements over time. Quality was assessed using the Early Childhood Environment Rating Scales (ECERS). Forty-three centers were visited three times over six years. Centers that substantially improved by Time 2 were not initially rated better than those that did not improve but did employ less harsh teachers. At the second visit, centers that improved substantially were higher in quality, employed more sensitive and less harsh teachers, had experienced lower teaching staff turnover, and achieved NAEYC accreditation. The vast majority sustained these improvements. Centers seeking NAEYC accreditation were more likely to become accredited if they received moderate to intensive support and experienced less teaching staff turnover. Centers were more likely to experience lower turnover if they paid staff higher wages. Practice or Policy. Resources to support centers in becoming accredited and to increase the retention of teaching staff can assist centers in improving and sustaining quality.

Influences of preschool policies and practices on children's physical activity.

The objective of this study was to determine if moderate to vigorous physical activity (MVPA) of 3-5 year old preschool children varied with differences in policies/practices, and overall quality of preschools. A total of 266 children (47% males, 60% African American) from 9 preschools were observed for 1 hour on 3 different days. PA of children was observed twice per minute and scored as 1-5, with 1 for stationary/motionless and 5 for fast movement. Summary MVPA was calculated over the 3 days as percent of times observed at levels of 4 or 5, and percent of time at levels 1 or 2 as sedentary activity. A structured interview about PA policies was conducted with an administrator at each preschool and overall quality of the preschool was assessed using Early Childhood Environment Rating Scale-Revised Edition (ECERS-R). Preschools were divided into groups according to whether a specific policy/practice that would be logically hypothesized to promote PA was in place at the school. MVPA differences between groups of children was assessed using mixed ANOVA controlling for preschool. When preschools offered more field trips, and more college educated teachers, the children participated in more MVPA. Children who attended preschools with lower quality spent more time in sedentary activity. In conclusion, children in preschools which may have more resources and better quality appear to show both more sedentary behavior and more MVPA.