Stability and patterns of classroom quality in German early childhood education and care

References

• Anders, Y., Grosse, Ch., Rossbach, H.-G., Ebert, S., & Weinert, S. (2013). Preschool and primary school influences on the development of children’s early numeracy skills between the ages of 3 and 7 years in Germany. School Effectiveness and School Improvement, 24, 195–211. doi:10.1080/09243453.2012.749794
   Web of Science ®Google Scholar
• Anders, Y., Rossbach, H.-G., Tietze, W., & Evaluationsteam. (2014). Wissenschaftliche Evaluation der “Offensive Frühe Chancen: Schwerpunkt-Kitas Sprache und Integration”: Wie kann die sprachbezogene Prozessqualität effektiv gestärkt werden? [Evaluation of the Initiative “Early Chances: Core daycare centers for language and integration”: Effectively improving process quality and language support]. Retrieved from http://www.fruehe-chancen.de/fileadmin/user_upload/FC_Ergebnisueberblick_om.pdf
   Google Scholar
• Anders, Y., Rossbach, H.-G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27, 231–244. doi:10.1016/j.ecresq.2011.08.003
   Web of Science ®Google Scholar
• Aronson, E., Wilson, T. D., & Akert, R. M. (2013). Social psychology (8th ed.). Boston, MA: Pearson.
   Google Scholar
• Baumeister, K., & Grieser, A. (2011). Berufsbegleitende Fort- und Weiterbildung frühpädagogischer Fachkräfte – Analyse der Programmangebote [In-service training for specialists in early childhood education – An analysis of programming offers] (WiFF Studien, Band 10). Munich, Germany: DJI.
   Google Scholar
• Bigras, N., Bouchard, C., Cantin, G., Brunson, L., Coutu, S., Lemay, L., … Charron, A. (2010). A comparative study of structural and process quality in center-based and family-based child care services. Child & Youth Care Forum, 39, 129–150. doi:10.1007/s10566-009-9088-4
   Web of Science ®Google Scholar
• Blau, D. M. (2000). The production of quality in child-care centers: Another look. Applied Developmental Science, 4, 136–148. doi:10.1207/S1532480XADS0403_3
   Google Scholar
• Bredekamp, S., & Copple, C. (2002). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.
   Google Scholar
• Burchinal, M. R., Cryer, D., Clifford, R. M., & Howes, C. (2002). Caregiver training and classroom quality in child care centers. Applied Developmental Science, 6, 2–12. doi:10.1207/S1532480XADS0601_01
   Google Scholar
• Camilli, G., Vargas, S., Ryan, S., & Barnett, W. S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112, 579–620.
   Web of Science ®Google Scholar
• Cassidy, D. J., Hestenes, L. L., Hegde, A., Hestenes, S., & Mims, S. (2005). Measurement of quality in preschool child care classrooms: An exploratory and confirmatory factor analysis of the Early Childhood Environment Rating Scale-Revised. Early Childhood Research Quarterly, 20, 345–360. doi:10.1016/j.ecresq.2005.07.005
   Web of Science ®Google Scholar
• Clifford, R. M., Reszka, S. S., & Rossbach, H.-G. (2010). Reliability and validity of the Early Childhood Environment Rating Scale. Retrieved from http://ers.fpg.unc.edu/sites/ers.fpg.unc.edu/files/ReliabilityEcers.pdf
   Google Scholar
• Curby, T. W., Grimm, K. J., & Pianta, R. C. (2010). Stability and change in early childhood classroom interactions during the first two hours of a day. Early Childhood Research Quarterly, 25, 373–384. doi:10.1016/j.ecresq.2010.02.004
   Web of Science ®Google Scholar
• Dawid, A. P. (1982). The well-calibrated Bayesian. Journal of the American Statistical Association, 77, 605–610. doi:10.1080/01621459.1982.10477856
   Web of Science ®Google Scholar
• DeBord, K., & Sawyers, J. (1996). The effects of training on the quality of family child care for those associated with and not associated with professional child care organizations. Child & Youth Care Forum, 25, 7–15. doi:10.1007/BF02589271
   Google Scholar
• Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., … Barbarin, O. (2006). Are teachers’ education, major, and credentials related to classroom quality and children’s academic gains in pre-kindergarten? Early Childhood Research Quarterly, 21, 174–195. doi:10.1016/j.ecresq.2006.04.004
   Web of Science ®Google Scholar
• European Child Care and Education Study Group. (1997). European Child Care and Education Study: Cross national analyses of the quality and effects of early childhood programmes on children’s development. Berlin, Germany: Free University of Berlin.
   Google Scholar
• Frank Porter Graham Child Development Institute. (2005). Environment rating scales: Assessment instruments for early childhood and child care program quality. Retrieved from http://ers.fpg.unc.edu/home
   Google Scholar
• Gelman, A. (2013). Understanding posterior p-values. Electronic Journal of Statistics, 7, 2595–2602. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.310.145&rep=rep1&type=pdf
   Google Scholar
• Goelman, H., Forer, B., Kershaw, P., Doherty, G., Lero, D., & LaGrange, A. (2006). Towards a predictive model of quality in Canadian child care centers. Early Childhood Research Quarterly, 21, 280–295. doi:10.1016/j.ecresq.2006.07.005
   Web of Science ®Google Scholar
• Gordon, R. A., Fujimoto, K., Kaestner, R., Korenmann, S., & Abner, K. (2013). An assessment of the validity of the ECERS-R with implications for measures of child care quality and relations to child development. Developmental Psychology, 49, 146–160. doi:10.1037/a0027899
   PubMed Web of Science ®Google Scholar
• Hall, J., Sylva, K., Sammons, P., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2013). Can preschool protect young children’s cognitive and social development? Variation by center quality and duration of attendance. School Effectiveness and School Improvement, 24, 155–176. doi:10.1080/09243453.2012.749793
   Web of Science ®Google Scholar
• Harms, T., Clifford, R. M., & Cryer, D. (1998). Early Childhood Environment Rating Scale: Revised edition. New York, NY: Teachers College Press.
   Google Scholar
• Hegde, A. V., & Cassidy, D. J. (2009). Teachers’ beliefs and practices regarding developmentally appropriate practices: A study conducted in India. Early Child Development and Care, 179, 837–847. doi:10.1080/03004430701536491
   Google Scholar
• Heisner, M. J., & Lederberg, A. R. (2011). The impact of Child Development Associate training on the beliefs and practices of preschool teachers. Early Childhood Research Quarterly, 26, 227–236. doi:10.1016/j.ecresq.2010.09.003
   Web of Science ®Google Scholar
• Howes, C. (1997). Children’s experiences in center-based child care as a function of teacher background and adult:child ratio. Merrill-Palmer Quarterly, 43, 404–425.
   Web of Science ®Google Scholar
• Howes, C., James, J., & Ritchie, S. (2003). Pathways to effective teaching. Early Childhood Research Quarterly, 18, 104–120. doi:10.1016/S0885-2006(03)00008-5
   Web of Science ®Google Scholar
• Howes, C., Phillips, D. A., & Whitebook, M. (1992). Thresholds of quality: Implications for the social development of children in center-based child care. Child Development 63, 449–460. doi:10.1111/j.1467-8624.1992.tb01639.x
   PubMed Web of Science ®Google Scholar
• Huntsman, L. (2008). Determinants of quality in child care: A review of the research evidence. Ashfield, NSW, Australia: NSW Dept. of Community Services.
   Google Scholar
• Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction–job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127, 376–407. doi:10.1037//0033-2909.127.3.376
   PubMed Web of Science ®Google Scholar
• Kaplan, D. (2014). Bayesian statistics for the social sciences. New York, NY: The Guilford Press.
   Google Scholar
• Kuger, S., & Kluczniok, K. (2008). Prozessqualität im Kindergarten. Konzept, Umsetzung und Befunde [Process quality in kindergartens – Concepts, implementation, and findings]. Zeitschrift für Erziehungswissenschaft, Special Issue 11, 159–177. doi:10.1007/978-3-531-91452-7_11
   Google Scholar
• Kuger, S., Rossbach, H.-G., & Weinert, S. (2013)Early literacy support in institutional settings. In M. Pfost, C. Artelt, & S. Weinert (Eds.), The development of reading literacy from early childhood to adolescence (pp. 63–92). Bamberg, Germany: University of Bamberg Press.
   Google Scholar
• La Paro, K. M., Hamre, B. K., LoCasale-Crouch, J., Pianta, R. C., Bryant, D., Early, D., … Burchinal, M. (2009). Quality in kindergarten classrooms: Observational evidence for the need to increase children’s learning opportunities in early education classrooms. Early Education and Development, 20, 657–692. doi:10.1080/10409280802541965
   Web of Science ®Google Scholar
• La Paro, K. M., Thomason, A. C., Lower, J. K., Kintner-Duffy, V. L., & Cassidy, D. J. (2012). Examining the definition and measurement of quality in early childhood education: A review of studies using the ECERS-R from 2003 to 2010. Early Childhood Research & Practice, 14, 1. Retrieved from http://ecrp.uiuc.edu/v14n1/laparo.html
   Google Scholar
• Lehrl, S., Kuger, S., & Anders, Y. (2014). Soziale Disparitäten beim Zugang zu Kindergartenqualität und differenzielle Konsequenzen für die vorschulische mathematische Entwicklung [Social disparities in access to preschool quality and differential consequences on the development of early numeracy skills]. Unterrichtswissenschaft, 2, 132–151. doi:10.3262/UW1402132
   Google Scholar
• Lipowsky, F., Rakoczy, K., Pauli, C., Drollinger-Vetter, B., Klieme, E., & Reusser, K. (2009). Quality of geometry instruction and its short-term impact on students’ understanding of the Pythagorean Theorem. Learning and Instruction, 19, 527–537. doi:10.1016/j.learninstruc.2008.11.001
   Web of Science ®Google Scholar
• LoCasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, D., … Barbarin, O. (2007). Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly, 22, 3–17. doi:10.1016/j.ecresq.2006.05.001
   Web of Science ®Google Scholar
• Manlove, E. E., Benson, M. S., Strickland, M. J., & Fiene, R. J. (2011). A comparison of regulated child care in rural and urban Pennsylvania. Retrieved from The Center for Rural Pennsylvania website: http://www.rural.palegislature.us/regulated_child_care_2011.pdf
   Google Scholar
• Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T, Barbarin, O. A., Bryant, D., … Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79, 732–749. doi:10.1111/j.1467-8624.2008.01154.x
   PubMed Web of Science ®Google Scholar
• Maxwell, K. L., McWilliam, R. A., Hemmeter, M. L., Ault, M. J., & Schuster, J. W. (2001). Predictors of developmentally appropriate classroom practices in kindergarten through third grade. Early Childhood Research Quarterly, 16, 431–452. doi:10.1016/S0885-2006(01)00118-1
   Web of Science ®Google Scholar
• Melhuish, E., Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2013). Preschool affects longer term literacy and numeracy: Results from a general population longitudinal study in Northern Ireland. School Effectiveness and School Improvement, 24, 234–250. doi:10.1080/09243453.2012.749796
   Web of Science ®Google Scholar
• Mims, S. U., Scott-Little, C., Lower, J. K., Cassidy, D. J., & Hestenes, L. L. (2008). Educational level and stability as it relates to early childhood classroom quality: A survey of early childhood program directors and teachers. Journal of Research in Childhood Education, 23, 227–237. doi:10.1080/02568540809594657
   Google Scholar
• Mocan, N., Burchinal, M., Morris, J. R., & Helburn, S. W. (1995). Models of quality in early childhood care and education. In S. W. Helburn (Ed.), Cost, quality and child outcomes in child care centers: Technical report (pp. 279–295). Denver, CO: Department of Economics.
   Google Scholar
• Moiduddin, E., Aikens, N., Tarullo, L., West, J., Xue, Y. (2012). Child outcomes and classroom quality in FACES 2009 (OPRE Report 2012-37a). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
   Google Scholar
• NICHD Early Child Care Research Network. (2002). Child-care structure – process – outcome: Direct and indirect effects of child care quality on young children’s development. Psychological Science, 13, 199–206. doi:10.1111/1467-9280.00438
   PubMed Web of Science ®Google Scholar
• NICHD Early Child Care Research Network. (2003). Does quality of child care affect child outcomes at age 4 ½? Developmental Psychology, 39, 451–469. doi:10.1037/0012-1649.39.3.451
   PubMed Web of Science ®Google Scholar
• NICHD Early Child Care Research Network, & Duncan, G. J. (2003). Modeling the impacts of child care quality on children’s preschool cognitive development. Child Development, 74, 1454–1475. doi:10.1111/1467-8624.00617
   PubMed Web of Science ®Google Scholar
• Oberhuemer, P., Schreyer, I., & Neuman, M. J. (2010). Professionals in early childhood education and care systems: European profiles and perspectives. Opladen, Germany: Barbara Budrich.
   Google Scholar
• Organisation for Economic Co-operation and Development. (2011). Starting Strong III – A quality toolbox for early childhood education and care. Paris, France: Author.
   Google Scholar
• Phillips, D., Mekos, D., Scarr, S., McCartney, K., & Abbott-Shim, M. (2000). Within and beyond the classroom door: Assessing quality in child care centers. Early Childhood Research Quarterly, 15, 475–496. doi:10.1016/S0885-2006(01)00077-1
   Web of Science ®Google Scholar
• Phillipsen, L. C., Burchinal, M. R., Howes, C., & Cryer, D. (1997). The prediction of process quality from structural features of child care. Early Childhood Research Quarterly, 12, 281–303. doi:10.1016/S0885-2006(97)90004-1
   Web of Science ®Google Scholar
• Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10, 49–88. Retrieved from http://www.psychologicalscience.org/journals/pspi/pspi_10_2.pdf
   PubMedGoogle Scholar
• Pianta, R. C., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child–teacher interactions? Applied Developmental Science, 9, 144–159. doi:10.1207/s1532480xads0903_2
   Google Scholar
• Pianta, R. C., LaParo, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System manual: Pre-K. Baltimore, MD: Brookes.
   Google Scholar
• Powell, D. R., Diamond, K. E., Burchinal, M. R., & Koehler, M. J. (2010). Effects of an early literacy professional development intervention on head start teachers and children. Journal of Educational Psychology, 102, 299–312. http://dx.doi.org/10.1037/a0017763
   Web of Science ®Google Scholar
• Rossbach, H.-G. (2009). The German educational system for children from 3 to 10 years old. In R. M. Clifford & G. M. Crawford (Eds.), Beginning school. U.S. Policies in international perspective (pp. 53–67). New York, NY: Teachers College Press.
   Google Scholar
• Rossbach, H.-G., Sechtig, J., & Freund, U. (2010). Empirische Evaluation des Modellversuchs “Kindergarten der Zukunft in Bayern-KiDZ”: Ergebnisse der Kindergartenphase [Evaluation of the pilot project “Kindergarten of the Future in Bavaria”: Results of the years prior to school entry]. Bamberg, Germany: University of Bamberg Press.
   Google Scholar
• Scarr, S., Eisenberg, M., & Deater-Deckard, K. (1994). Measurement of quality in child care centers. Early Childhood Research Quarterly, 9, 131–151. doi:10.1016/0885-2006(94)90002-7
   Google Scholar
• Scheerens, J. (1990). School effectiveness research and the development of process indicators of school functioning. School Effectiveness and School Improvement, 1, 61–80. doi:10.1080/0924345900010106
   Google Scholar
• Spiegelhalter, D. J., Best, N. G., Carlin, B. P., & Van der Linde, A. (2002). Bayesian measures of model complexity and fit. Journal of the Royal Statistical Society: Series B (Statistical Methodology), 64, 583–639.
   Web of Science ®Google Scholar
• 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, UK: Trentham Books.
   Google Scholar
• Tietze, W., Becker-Stoll, F., Bensel, J., Eckhardt, A. G., Haug-Schnabel, G., Kalicki, B., … Leyendecker, B. (Eds.). (2013). Nationale Untersuchung zur Bildung, Betreuung und Erziehung in der frühen Kindheit (NUBBEK) [National survey on early childhood education and care]. Weimar, Germany: Verlag das Netz.
   Google Scholar
• Tietze, W., Meischner, T., Gänsfuß, R., Grenner, K., Schuster, K.-M., Völkel, P., & Rossbach, H.-G. (1998). Wie gut sind unsere Kindergärten? Eine Untersuchung zur pädagogischen Qualität in deutschen Kindergärten [How good are our early childhood education and care settings? A study on educational quality in German early childhood education and care settings]. Neuwied, Germany: Luchterhand.
   Google Scholar
• Tietze, W., Rossbach, H.-G., & Grenner, K. (2005). Kinder von 4 bis 8 Jahren. Zur Qualität der Erziehung und Bildung in Kindergarten, Grundschule und Familie [Children between the ages of 4 and 8. On educational quality in early childhood education and care in early childhood settings, primary school, and families]. Weinheim, Germany: Beltz.
   Google Scholar
• Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N., & NICHD Early Child Care Research Network. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD study of Early Child Care and Youth Development. Child Development, 81, 737–756. doi:10.1111/j.1467-8624.2010.01431.x
   PubMed Web of Science ®Google Scholar
• Van de Schoot, R., Kaplan, D., Denissen, J., Asendorpf, J. B., Neyer, F. J., & Van Aken, M. A. G. (2014). A gentle introduction to Bayesian analysis: Applications to developmental research. Child Development, 85, 842–860. doi:10.1111/cdev.12169
   PubMed Web of Science ®Google Scholar
• Viernickel, S., Nentwig-Gesemann, I., Nicolai, K., Schwarz, S., & Zenker, L. (2013): Schlüssel zu guter Bildung, Erziehung und Betreuung – Bildungsaufgaben, Zeitkontingente und strukturelle Rahmenbedingungen in Kindertageseinrichtungen. Forschungsbericht [Keys to high-quality early child education and care – Educational tasks, time quotas and structural conditions in early childhood education and care settings. Research report]. Berlin, Germany: Alice Salomon Hochschule Berlin. Retrieved from http://www.der-paritaetische.de/uploads/tx_pdforder/expertise_gute_bildung_2013_Kapitel_1-3_web.pdf
   Google Scholar
• von Maurice, J., Artelt, C., Blossfeld, H.-P., Faust, G., Rossbach, H.-G., & Weinert, S. (2007). Bildungsprozesse, Kompetenzentwicklung und Formation von Selektionsentscheidungen im Vor- und Grundschulalter: Überblick über die Erhebungen in den Längsschnitten BiKS-3-8 und BiKS-8-12 in den ersten beiden Projektjahren [Educational processes, competence development and formation of selection decisions in pre- and primary school age: An overview of the first 2 years of data collection in the longitudinal studies BiKS-3-8 and BiKS-8-12]. Retrieved from http://psydok.sulb.uni-saarland.de/volltexte/2007/1008/pdf/online_version.pdf
   Google Scholar
• Whitebook, M., Howes, C., & Phillips, D. A. (1989). Who cares? Child care teachers and the quality of care in America. Final report. National Child Care Staffing Study. Berkeley, CA: Child Care Employee Project.
   Google Scholar
• Whitebook, M., Sakai, L. M., & Howes, C. (2004). Improving and sustaining center quality: The role of NAEYC accreditation and staff stability. Early Education and Development, 15, 305–325. doi:10.1207/s15566935eed1503_4
   Google Scholar