Process quality for children under three years in early child care and family child care in Germany

References

• Alt, Ch, M. Heitkötter, and B. Riedel. 2014. “Kita und Kindertagespflege für unter Dreijährige aus Sicht der Eltern – gleichrangig, aber nicht austauschbar?” [Daycare centers (Kita) and Child Daycare for under 3-year-olds from the Perspective of the Parents – of Equal Rank, but not Interchangeable?] Zeitschrift für Pädagogik 60: 782–801.
   Google Scholar
• Anders, Y., H.-G. Roßbach, and S. Kuger. 2016. “Early Childhood Learning Experience.” In Assessing Contexts of Learning, edited by S. Kuger, E. Klieme, N. Jude, and D. Kaplan, 179–208. Cham: Springer.10.1007/978-3-319-45357-6
   Google Scholar
• Arnett, J. 1989. “Caregivers in Day-Care Centers: Does Training Matter?” Journal of Applied Developmental Psychology 10: 541–552.10.1016/0193-3973(89)90026-9
   Google Scholar
• Autorengruppe Bildungsberichterstattung. 2016. Bildung in Deutschland 2016. Ein indikatorengestützter Bericht mit einer Analyse zu Bildung und Migration [Education in Germany 2016. An Indicator-based Report Including an Analysis of Education and Migration]. Bielefeld: Bertelsmann Verlag.
   Google Scholar
• Bronfenbrenner, U. 1993. “Ecological Models of Human Development.” In Readings on the Development of Children, edited by M. Gauvain and M. Cole, 37–43. New York: Freeman.
   Google Scholar
• Burchinal, M. 2010. Differentiating among Measures of Quality: Key Characteristics and Their Coverage in Existing Measures. Research-to-Policy, Research-to-Practice Brief OPRE 2011-10b December 2010. Washington, DC: Office of Planning, Research and Evaluation. U.S. Department of Health and Human Services.
   Google Scholar
• Burchinal, M., C. Howes, and S. Kontos. 2002. “Structural Predictors of Child Care Quality in Child Care Homes.” Early Childhood Research Quarterly 17: 87–105.10.1016/S0885-2006(02)00132-1
   Web of Science ®Google Scholar
• Burchinal, M. R., K. Kainz, and Y. Cai. 2011. “How Well Do Our Measures of Quality Predict Child Outcomes? A Meta-Analysis and Coordinated Analysis of Data from Large-Scale Studies on Early Childhood Settings.” In Quality Measurement in Early Childhood Settings, edited by M. Zaslow, I. Martinez-Beck, K. Tout and T. Halle, 11–31. Baltimore, MD: Brookes.
   Google Scholar
• Clifford, R. M., S. S. Reszka, and H.-G. Roßbach. 2010. “Reliability and Validity of the Early Childhood Environment Rating Scale.” Accessed December 6, 2017. https://www.ersi.info/PDF/ReliabilityEcers.pdf
   Google Scholar
• Cohen, J. 1988. Statistical Power Analysis for the Behavioral Science. 2nd ed. Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Côté, S. M., C. Mangeu, C. Japel, Q. Xu, J. R. Séguin, and R. E. Trembley. 2013. “Child Care Quality and Cognitive Development: Trajectories Leading to Better Preacademic Skills.” Child Development 84: 752–766.
   PubMed Web of Science ®Google Scholar
• Cryer, D., T. Harms, and C. Riley. 2004. All about the ITERS-R. Lewisville, NC: Kaplan Early Learning Company.
   Google Scholar
• Decker, L. E., and S. E. Rimm-Kaufman. 2008. “Personality Characteristics and Teacher Beliefs among Pre-Service Teachers.” Teacher Education Quarterly 35: 45–64.
   Google Scholar
• Eckhardt, A. G., and F. Egert. 2017. “Differences in Childcare Quality – A Matter of Personality Traits, Socialization Goals and Preservice Curriculum?” Early Child Development and Care: 12. Advanced online publication. doi:10.1080/03004430.2016.1278372.
   Web of Science ®Google Scholar
• Egert, F., R. G. Fukkink, and A. G. Eckhardt. (forthcoming). “Impact of in-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes. A Meta-Analysis.” Review of Educational Research: 33. Advanced online publication. doi:10.3102/0034654317751918.
   Web of Science ®Google Scholar
• Elicker, J. 2005. Child Care for Working Poor Families: Child Development and Parent Employment Outocmes: Paper 22. West Lafayette, IN: Center for Families Publications.
   Google Scholar
• European Child Care and Education (ECCE)-Study Team. 1997. Cross National Analyses of the Quality and Effects of Different Types of Early Childhood Programs on Children’s Development. Report Submitted to: European Union DG XII. Brüssel: EU.
   Google Scholar
• Fenech, M., N. Sweller, and L. Harrison. 2010. “Identifying High-Quality Centre-Based Childcare Using Quantitative Data-Sets: What the Numbers Do and Don’t Tell Us” International Journal of Early Years Education 18: 283–296.10.1080/09669760.2010.531615
   Google Scholar
• Ferguson, C. J. 2010. “A Meta-Analysis on Normal and Disordered Personality Across Life Span.” Journal of Personality and Social Psychology 98: 659–667.10.1037/a0018770
   PubMed Web of Science ®Google Scholar
• Fives, H., and M. M. Buehl. 2012. “Spring Cleaning for the “Messy” Construct of the Teacher’s Beliefs: What Are They? Which Have Been Examined? What Can They Tell Us?” In APA Educational Psychology Handbook. Vol. 2 of Individual Differences and Cultural and Contextual Factors, edited by K. R. Harris, S. Graham, and T. Urdan, 471–499. Washington, DC: APA.10.1037/13274-000
   Google Scholar
• Forgas, J. P., and G. H. Bower. 1987. “Mood Effects on Person-Perception Judgments.” Journal of Personality and Social Psychology 53: 53–60.10.1037/0022-3514.53.1.53
   PubMed Web of Science ®Google Scholar
• Forry, N., I. Iruka, K. Tout, J. C. Torquati, A. Susman-Stillman, D. Bryant, and M. P. Daneri. 2013. “Predictors of Quality and Child Outcomes in Family Child Care Settings.” Early Childhood Research Quarterly 28: 893–904.10.1016/j.ecresq.2013.05.006
   Web of Science ®Google Scholar
• Fuller, B., and S. L. Kagan. 2000. Remember the Children: Mothers Balance Work and Child Care under Welfare Reform. Growing up in Poverty Project 2000 Wave 1 Findings. Berkeley, CA: University of California.
   Google Scholar
• Fuller, B., S. L. Kagan, S. Loeb, and Y.-W. Chang. 2004. “Child Care Quality: Centers and Home Settings That Serve Poor Families.” Early Childhood Research Quarterly 19: 505–527.10.1016/j.ecresq.2004.10.006
   Web of Science ®Google Scholar
• Gerlitz, J.-Y., and J. Schupp. 2005. Zur Erhebung Der Big-Five-Basierten Persönlichkeitsmerkmale Im SOEP. Dokumentation Der Instrumentation BFI-S Auf Basis Des SOEP-Pretests 2005 [Assessment of Personality Traits (BIG FIVE) in the Socio-Economic Panel (SOEP). Documentation of Instrument Development BFI-S based on the SOEP-Pretest 2005]. DIW Research Notes 4. Accessed June 21, 2017. http://www.diw.de/documents/publikationen/73/diw_01.c.43490.de/rn4.pdf
   Google Scholar
• Goelman, H., B. Forer, P. Kershaw, G. Doherty, D. Lero, and A. LaGrange. 2006. “Towards a Predictive Model of Quality in Canadian Child Care Centers.” Early Childhood Research Quarterly 21: 280–295.10.1016/j.ecresq.2006.07.005
   Web of Science ®Google Scholar
• Goodson, B., and J. I. Layzer. 2010. Defining and Measuring Quality in Home-Based Care Settings. Research-to-Policy, Research-to-Practice Brief OPRE 2011-10d. Washington, DC: Office of Planning, Research and Evaluation, U.S. Department of Health and Human Services.
   Google Scholar
• Gordon, R. A., K. Fujimoto, R. Kaestner, S. Korenman, and K. Abner. 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: 146–160.10.1037/a0027899
   PubMed Web of Science ®Google Scholar
• Harms, T., and R. M. Clifford. 1989. The Family Day Care Rating Scale [FDCRS]. New York: Teachers College Press.
   Google Scholar
• Harms, T., D. Cryer, and R. M. Clifford. 2006. Infant-Toddler Environment Rating Scale Revised Edition [ITERS-R]. New York: Teacher College Press.
   Google Scholar
• Harms, T., D. Cryer, and R. M. Clifford. 2007. Family Child Care Environment Rating Scale Revised Edition [FCCERS-R]. New York: Teacher College Press.
   Google Scholar
• Herrera, M. O., M. E. Mathiesen, J. M. Merino, and I. Recart. 2005. “Learning Contexts for Young Children in Chile: Process Quality Assessment in Preschool Centres.” International Journal of Early Years Education 13: 13–27.10.1080/09669760500048253
   Google Scholar
• Japel, C., R. E. Tremblay, and S. Côté. 2005. “Quality Counts! Assessing the Quality of Daycare Services Based on the Quebec Longitudinal Study of Child Development.” IRPP Choices 11: 1–42.
   Google Scholar
• Kärnter, J. 2007. “Einflussgrößen auf die Entwicklung empathischen Erlebens und prosozialen Verhaltens. Eine kulturvergleichende Untersuchung.” [Indicators of the Development of Empathy and Prosocial Behavior. A Cross-Cultural Study] PhD diss., Universität Osnabrück.
   Google Scholar
• Kelley, P., and G. Camilli. 2007. The Impact of Teacher Education on Outcomes in Center-Based Early Childhood Education Programs: A Meta-Analysis. NIEER Working Paper. Accessed December 12, 2017. http://nieer.org/wp-content/uploads/2016/08/TeacherEd.pdf
   Google Scholar
• Kerl-Wienecke, A., G. Schoyerer, and L. Schuhegger. 2013. Kompetenzprofil Kindertagespflege in den ersten drei Lebensjahren [Competence Profiles of Family Child Care for Children under Three Years]. Berlin: Cornelsen.
   Google Scholar
• Kuger, S., and K. Kluczniok. 2008. “Prozessqualität im Kindergarten – Konzept, Umsetzung Und Befunde.” [Process Quality in Kindergartens. Concepts, Implementation and Findings] Zeitschrift für erziehungswissenschaft Sonderheft 11: 159–178.
   Google Scholar
• Manning, M., S. Gavis, C. Feming, and G. T. W. Wong. 2017. The Relationship between Teacher Qualification and the Quality of the Early Childhood Education and Care Environment. A Campbell Systematic Review 2017:1. Oslo: The Campbell Collaboration.
   Google Scholar
• Mayer, D., and K. Beckh. 2016. “Examining the Validity of the ECERS–R: Results from the German National Study of Child Care in Early Childhood.” Early Childhood Research Quarterly 36: 415–426.10.1016/j.ecresq.2016.01.001
   Web of Science ®Google Scholar
• NICHD (National Institute of Child Health and Human Development), E. C. C. R. N. 2002. “Child-Care Structure -> Process -> Outcome: Direct and Indirect Effects of Child-Care Quality on Young Children’s Development.” Psychological Science 13: 199–206.
   PubMed Web of Science ®Google Scholar
• OECD (Organisation for Economic Co-Operation and Development). 2001. Starting Strong. Early Childhood Education and Care. Paris: OECD Publishing.
   Google Scholar
• OECD (Organisation for Economic Co-Operation and Development). 2013. Starting Strong III. Eine Qualitäts-Toolbox Für Die Frühkindlichen Bildung, Betreuung Und Erziehung, deutsche Übersetzung. München: Deutsches Jugendinstitut e.V.
   Google Scholar
• OECD (Organisation for Economic Co-Operation and Development). 2017. Starting Strong 2017. KEY OECD Indicators on Early Childhood Education and Care. Paris: OECD.
   Google Scholar
• Pianta, R. C., C. Howes, M. R. Burchinal, D. M. Bryant, R. M. Clifford, D. M. Early, and O. A. Barbarin. 2005. “Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?” Applied Developmental Science 9: 144–159.10.1207/s1532480xads0903_2
   Google Scholar
• Pinto, A. I., M. Pessanha, and C. Aguiar. 2013. “Effects of Home Environment and Center-Based Child Care Quality on Children’s Language, Communication, and Literacy Outcomes.” Early Childhood Research Quarterly 28: 94–101.10.1016/j.ecresq.2012.07.001
   Web of Science ®Google Scholar
• Podsakoff, P. M., S. M. MacKenzie, J. Lee, and N. P. Podsakoff. 2003. “Common Method Biases in Behavioral Research: A Critical Review of the Literature and Recommended Remedies.” Journal of Applied Psychology 88: 879–903.10.1037/0021-9010.88.5.879
   PubMed Web of Science ®Google Scholar
• Porter, T., D. Paulsell, P. Del Grosso, S. Avellar, R. Hass, and L. Vuong. 2010. A Review of the Literature on Home-Based-Child Care: Implications for Future Directions. Princeton, NJ: Mathematica Policy Research.
   Google Scholar
• Raikes, H., J. C. Torquati, E. Jung, C. Peterson, J. Atwater, J. Scott, and L. Messner. 2013. “Family Child Care in Four Midwestern States: Multiple Measures of Quality and Relations to Outcomes by Licensed Status and Subsidy Program Participation.” Early Childhood Research Quarterly 28: 879–892.10.1016/j.ecresq.2013.06.001
   Web of Science ®Google Scholar
• Rentzou, K. 2010. “Using the ACEI Global Guidelines Assessment to Evaluate the Quality of Early Child Care in Greek Settings.” Early Childhood Education Journal 38: 75–80.10.1007/s10643-010-0382-4
   Google Scholar
• Roßbach, H.-G. 2005. “Vorschulische Erziehung.” [Preschool Education] In Das Bildungswesen in der Bundesrepublik Deutschland [The Educational System of the Federal Republic of Germany (FRG)], edited by K. S. Cortina, J. Baumert, A. Leschinksy, K. U. Mayer and L. Trommer, 252–284. Reinbeck bei Hamburg: Rowohl Verlag.
   Google Scholar
• Schoyerer, G., and N. Weimann-Sandig. 2016. “Auf dem Weg der Etablierung. Aktuelle Fragen der Kindertagespflege in Deutschland.” [Current Issues on Family Child Care in Germany] In Ein internationaler Blick auf die Kindertagespflege. Deutschland, Dänemark, England und Frankreich im Vergleich [An International View on Family Child Care. A Comparative Analysis of Germany, Denmark, England and France], edited by G. Schoyerer, N. Weimann-Sandig, and N. Klinkhammer, 25–43. München: DJI Verlag Deutsches Jugendinstitut.
   Google Scholar
• Siraj-Blatchford, I., and Y.-L. Wong. 1999. “Defining and Evaluating ‘Quality’ Early Childhood Education in an International Context: Dilemmas and Possibilities.” Early Years 20: 7–18.10.1080/0957514990200102
   Google Scholar
• Smidt, W., and S. Roux. 2015. “How Extraverted, Open, Agreeable, Conscientious, and Neurotic Are Prospective Early Childhood Pedagogues? A Comparison with the German Socio-Economic Panel.” Early Child Development and Care 185: 766–778. doi:10.1080/03004430.2014.957691.
   Web of Science ®Google Scholar
• Stein, A. G. 2010. “Family Child Care Provider Beliefs and Program Quality: A Longitudinal Study Investigating the Role of Consultation.” PhD diss., Iowa State University, Ames, IA.
   Google Scholar
• Sylva, K. 2010. “Quality in Early Childhood Settings.” In Early Childhood Matters: Evidence from the Effective Pre-School and Primary Education Project, edited by K. Sylva, E. C. Melhuish, P. Sammons, I. Siraj-Blatchford and B. Taggart, 70–91. Abingdon: Routledge.
   Google Scholar
• Thomason, A. C. 2011. “Teacher Personal and Professional Characteristics: Contributions to Emotional Support and Behavior Guidance in Early Childhood Classrooms.” PhD diss., The University of North Carolina, Greensboro, NC.
   Google Scholar
• Tietze, W., M. Bolz, K. Grenner, D. Schlecht, and B. Wellner. 2005. Krippen-Skala. Feststellung und Unterstützung der pädagogischen Qualität in Krippen [KRIPS-R] [The Family Day Care Rating Scale – German version (KRIPS). Measuring and Supporting Child Care Quality]. Weinheim und Basel: Beltz.
   Google Scholar
• Tietze, W., H.-J. Lee, J. Bensel, G. Haug-Schnabel, M. Aselmeier, and F. Egert. 2013. “Pädagogische Qualität in Kindertageseinrichtungen und Tagespflegestellen.” [Pedagogical Quality in Child Care and Family Day Care] In NUBBEK. Nationale Untersuchung zu Bildung, Betreuung und Erziehung in der frühen Kindheit [NUBBEK. National Study on Education, Learning and Upbringing in Early Childhood], edited by W. Tietze, F. Becker-Stoll, J. Bensel, A. G. Eckhardt, G. Haug-Schnabel, B. Kalicki, H. Keller, and B. Leyendecker, 69–87. Weimar, Berlin: Verlag das netz.
   Google Scholar
• Tietze, W., H.-G. Roßbach, E. Gerszonowicz, P. Martins Antunes, and R. Natteford. 2015. Kindertagespflege-Skala (TAS-R) – Revidierte Fassung. Deutsche Fassung der Family Child Care Environment Rating Scale 2007 von Thelma Harms, Deborah Reid Cryer und Richard M. Clifford. Weimar, Berlin: Verlag das netz.
   Google Scholar
• Tietze, W., et al. 1998. Wie gut sind unsere Kindergärten. Eine Untersuchung der pädagogischen Qualität in deutschen Kindergärten. Neuwied, Kriftel, Berlin: Luchterhand.
   Google Scholar
• Torquati, J. C., H. H. Raikes, C. A. Huddleston-Casas, J. A. Bovaird, and B. A. Harris. 2011. “Family Income, Parent Education, and Perceived Constraints as Predictors of Observed Program Quality and Parent Rated Program Quality.” Early Childhood Research Quarterly 26: 453–464.10.1016/j.ecresq.2011.03.004
   Web of Science ®Google Scholar
• Van Ijzendoorn, M. H., L. W. C. Tavecchio, G. J. J. M. Stams, M. J. E. Verhoeven, and E. J. Reiling. 1998. “Quality of Center Day Care and Attunement between Parents and Caregivers: Center Day Care in Cross-National Perspective.” The Journal of Genetic Psychology 159: 437–454.10.1080/00221329809596163
   PubMed Web of Science ®Google Scholar
• Vermeer, H. J., M. van IJzendoorn, R. A. Cárcamo, and L. Harrison. 2016. “Quality of Child Care Using the Environment Rating Scales: A Meta-Analysis of International Studies.” International Journal of Early Childhood 48: 33–60.10.1007/s13158-015-0154-9
   Google Scholar
• Vermeer, H. J., M. van Ijzendoorn, R. de Kruif, R. G. Fukkink, L. W. C. Tavecchio, J. Marianne Riksen-Walraven, and J. van Zeijl. 2008. “Child Care in the Netherlands: Trends in Quality over the Years 1995-2005.” The Journal of Genetic Psychology 169: 360–385.10.3200/GNTP.169.4.360-385
   PubMed Web of Science ®Google Scholar
• Zaslow, M., and K. Tout. 2010. Measuring the Quality of Early Care and Education Programs at the Intersection of Research, Policy, and Practice. Research-to-Policy, Research-to-Practice Brief OPRE 2011-10a. Washington, DC: Office of Planning, Research and Evaluation. U.S. Department of Health and Social Services.
   Google Scholar