Improving quality of the child care environment through a consultancy programme for centre directors

This study examined the effects of a newly developed on-site consultancy programme to improve global quality of the child care environment in non-parental child care centres for 0- to 4-year-old children as measured with the ITERS-R/ECERS-R. Using a randomised controlled trial with a pretest, posttest, and follow-up test, we compared 35 experimental group with 33 control group. The consultancy programme comprised three consultations in total. Analysis on the items that were specifically targeted during the consultancy showed a significant improvement on these targeted items between pretest and posttest and between posttest and follow-up. The effect of the consultancy programme on the total scores (including the non-targeted items) was not significant

Multiple Determinants of Externalizing Behavior in 5-Year-Olds: A Longitudinal Model

In a community sample of 116 children, assessments of parent-child interaction, parent-child attachment, and various parental, child, and contextual characteristics at 15 and 28 months and at age 5 were used to predict externalizing behavior at age 5, as rated by parents and teachers. Hierarchical multiple regression analysis and path analysis yielded a significant longitudinal model for the prediction of age 5 externalizing behavior, with independent contributions from the following predictors: child sex, partner support reported by the caregiver, disorganized infant-parent attachment at 15 months, child anger proneness at 28 months, and one of the two parent-child interaction factors observed at 28 months, namely negative parent-child interactions. The other, i.e., a lack of effective guidance, predicted externalizing problems only in highly anger-prone children. Furthermore, mediated pathways of influence were found for the parent-child interaction at 15 months (via disorganized attachment) and parental ego-resiliency (via negative parent-child interaction at 28 months)

Quality of Caregiver–child Interactions in Early Child Care Centers in Bangladesh: Measurement and Training

The current study assessed (1) the importance of six caregiver interactions skills (sensitive responsiveness, respect for autonomy, structuring and limit setting, verbal communication, developmental stimulation, and fostering positive peer interactions) as rated by several stakeholders, (2) the quality of caregiver interactive skills, and (3) the effectiveness of a training program in early child care centers (children 0- to 6-year-olds) in Bangladesh. Using a quasi-experimental study design, 20 caregivers were allocated to the experimental condition (receiving a training) and 20 caregivers to the control condition (no training). Research Findings: Results showed that the importance of the six caregiver interactive skills was acknowledged by parents, managers/factory owners, and caregivers. Caregivers scored on average in the inadequate range for five out of the six CIP skills (except structuring and limit setting). Using a newly developed training program, quality of caregiver interactive skills improved. Finally, caregivers’ overall training satisfaction as rated at posttest was high. The relatively low scores on caregiver interactive skills underscore that it is important to assess and monitor pedagogical quality in child care. Practice or Policy: Our findings indicate that the quality of caregiver–child interactions in the Bangladesh child care context can be strengthened by training