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Quality of Toddler Childcare -- Can It Be Assessed with Questionnaires?

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Title: Quality of Toddler Childcare -- Can It Be Assessed with Questionnaires?
Language: English
Authors: Linberg, Anja (ORCID 0000-0002-1838-5311), Kluczniok, Katharina (ORCID 0000-0001-5809-9726), Burghardt, Lars (ORCID 0000-0001-9308-8563), Freund, Jan-David (ORCID 0000-0002-5402-5874)
Source: Early Child Development and Care. 2019 189(8):1369-1383.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Toddlers, Child Care, Evaluation Methods, Questionnaires, Educational Quality, Child Care Centers, Child Development, Foreign Countries, Infants, Activities, Teacher Student Ratio, Educational Environment, Age Differences, Teacher Characteristics, Competence
Geographic Terms: Germany
Assessment and Survey Identifiers: Infant Toddler Environment Rating Scale
DOI: 10.1080/03004430.2017.1380636
ISSN: 0300-4430
Abstract: Although observational instruments are considered to be the gold standard for measuring toddler childcare quality, large-scale studies often have to rely on interviews or questionnaires. However, it remains unclear whether such reports can serve as reliable indicators for childcare quality. The present study used the ITERS and FCCERS to examine how far staff-reported and observed quality coincide in 65 centre-based and 47 family-based childcare facilities; moreover, data on 414 two-year-olds were taken from the German National Educational Panel Study to determine whether reported childcare quality predicts children's developmental status at the age of two years. Results indicated that up to 43% of the variance in toddler childcare quality could be explained by staff-reported quality via questionnaires. But with cross-sectional analysis, children's developmental status could not be explained sufficiently by reported quality. Results and implications for future research are discussed.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1217111
Database: ERIC
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  Data: Quality of Toddler Childcare -- Can It Be Assessed with Questionnaires?
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  Data: <searchLink fieldCode="AR" term="%22Linberg%2C+Anja%22">Linberg, Anja</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1838-5311">0000-0002-1838-5311</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kluczniok%2C+Katharina%22">Kluczniok, Katharina</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5809-9726">0000-0001-5809-9726</externalLink>)<br /><searchLink fieldCode="AR" term="%22Burghardt%2C+Lars%22">Burghardt, Lars</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9308-8563">0000-0001-9308-8563</externalLink>)<br /><searchLink fieldCode="AR" term="%22Freund%2C+Jan-David%22">Freund, Jan-David</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5402-5874">0000-0002-5402-5874</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Early+Child+Development+and+Care%22"><i>Early Child Development and Care</i></searchLink>. 2019 189(8):1369-1383.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 15
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care%22">Child Care</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care+Centers%22">Child Care Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Activities%22">Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Ratio%22">Teacher Student Ratio</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Infant+Toddler+Environment+Rating+Scale%22">Infant Toddler Environment Rating Scale</searchLink>
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  Data: 10.1080/03004430.2017.1380636
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  Data: 0300-4430
– Name: Abstract
  Label: Abstract
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  Data: Although observational instruments are considered to be the gold standard for measuring toddler childcare quality, large-scale studies often have to rely on interviews or questionnaires. However, it remains unclear whether such reports can serve as reliable indicators for childcare quality. The present study used the ITERS and FCCERS to examine how far staff-reported and observed quality coincide in 65 centre-based and 47 family-based childcare facilities; moreover, data on 414 two-year-olds were taken from the German National Educational Panel Study to determine whether reported childcare quality predicts children's developmental status at the age of two years. Results indicated that up to 43% of the variance in toddler childcare quality could be explained by staff-reported quality via questionnaires. But with cross-sectional analysis, children's developmental status could not be explained sufficiently by reported quality. Results and implications for future research are discussed.
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  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
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  Data: 2019
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  Data: EJ1217111
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        Value: 10.1080/03004430.2017.1380636
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 1369
    Subjects:
      – SubjectFull: Toddlers
        Type: general
      – SubjectFull: Child Care
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Questionnaires
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      – SubjectFull: Educational Quality
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      – SubjectFull: Child Care Centers
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      – SubjectFull: Child Development
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Infants
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      – SubjectFull: Activities
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      – SubjectFull: Teacher Student Ratio
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      – SubjectFull: Educational Environment
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      – SubjectFull: Age Differences
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Competence
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      – SubjectFull: Germany
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      – SubjectFull: Infant Toddler Environment Rating Scale
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      – TitleFull: Quality of Toddler Childcare -- Can It Be Assessed with Questionnaires?
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