Preschool Center Quality and School Readiness
Quality Effects and Variation by Demographic and Child Characteristics
Bibliographic Data
This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarized across studies using meta-analytic methods. Results indicate small, but statistically significant associations for preschool center quality main effects on language and mathematics outcomes with little evidence of moderation by demographic characteristics or child entry skills and behaviors. Preschool center quality was not reliably related to socioemotional outcomes. The authors discuss possible explanations for the small effect sizes and lack of differential effects.
Developmental psychology · Differential effects · Geography · Moderation · Preschool education · Quality (philosophy) · Scale (ratio) · Socioemotional selectivity theory · Variation (astronomy) · Early Childhood Education and Development · Educational Environments and Student Outcomes · Medicine · Parental Involvement in Education · Psychology · Social Psychology
Changes in classroom quality predict Ghanaian preschoolers’ gains in academic and social-emotional skills
Infant attention and maternal education are associated with childhood receptive vocabulary development
Variation in the long-term benefits of child care
Is pre-K classroom quality associated with kindergarten and middle-school academic skills
Variation in impacts of Tulsa pre-K on cognitive development in kindergarten
Time spent in child care
Preschool center care quality effects on academic achievement
The relationship between the Early Childhood Environment Rating Scale and its revised form and child outcomes
Measuring Early Care and Education Quality
Early productive vocabulary predicts academic achievement 10 years later
Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes
A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes
Moderating Uncertainty
A Population-Based Study of School Readiness Determinants in a Large Urban Public School District
Stakeholder Perspectives on High-Quality Early Childhood Education and Care in China
Building inclusive preschool classrooms
Scoping review of kindergarten research involving the Classroom Assessment Scoring System (CLASS) in Mainland China
Teachers’ beliefs about children and children’s literacy development
Exploring professionalization in early childhood
Does thrive by three , a quality-building intervention in childcare centres, strengthen children’s language skills
Family Child Care Support and Implementation
Teacher, Center, and Neighborhood Characteristics Associated with Variations in Preschool Quality in Childcare Centers
Predicting Students’ Mathematics Achievement Through Elementary and Middle School
The amplifier of intergenerational inequalities
Associations of Specific Indicators of Adult–Child Interaction Quality and Child Language Outcomes
Can a Brief Professional Development Improve Early Childhood Educators’ Responsivity and Interaction Quality in Child Care Centers? A Cluster Randomized Controlled Trial
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions
Measuring Preschool Teachers’ Social-emotional Practices
Has the Covid-19 Pandemic Widened the Urban-Rural Gap in Early Child Development in China? Evidence from the Rural Side
A new look at teacher interactional quality
Children’s Social-Emotional Development During the Covid-19 Pandemic
Teachers’ Perceptions of Their Classroom Experiences in Kindergartens Serving Low SES Families
Family Literacy Activities and Their Interplay with Family and Preschool Language Environments
Academics of the Early Primary Grades
The effects of early childhood education and care quality on academic competences in early primary school
Teacher Sensemaking in an Early Education Research–Practice Partnership
Are Observed Classroom Practices Related to Student Language/Literacy Achievement
Peer Effects on Early Language Development in Dual Language Learners
Adult outcomes of sustained high-quality early child care and education
Preschool Quality Effects on Learning Behavior and Later Achievement in Germany
The Grade-Level and Cumulative Outcomes of Absenteeism
Nature preschool offers school readiness skills comparable to those of a typical preschool
Preschool classroom quality and social-emotional functioning
Parental socio-economic status and childcare quality
What do parents value in a child care provider? Evidence from Yelp consumer reviews
School readiness skills at age four predict academic achievement through 5th grade
Comparisons among quality measures in child care settings
Do Prekindergarten benchmarks affect fourth-grade academic outcomes
Early childhood education quality and child outcomes in China
Measuring preschool quality in low- and middle-income countries
Effects of the Tennessee Prekindergarten Program on children’s achievement and behavior through third grade
Testing the ‘thresholds’ of preschool education quality on child outcomes in China
Examining the child observation in preschool and teacher observation in preschool in community-based child care centers
Influences of Parent Engagement in Early Childhood Education Centers and the Home on Kindergarten School Readiness
Measuring the quality of teacher–child interactions at scale
Latent classes of early childhood development and their predictors in Low- and middle-income countries
Cumulative classroom quality during pre-kindergarten and kindergarten and children’s language, literacy, and mathematics skills
Measuring quality of preprimary education in sub-Saharan Africa
ECE quality indicators and child outcomes
Bidirectional relations between intrusive caregiving among parents and teachers and children’s externalizing behavior problems
The overall and differential effects of a targeted prekindergarten program
Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school
The effects of preschool attendance on adolescent outcomes in rural China
Improving QRISs through the use of existing data
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry
Linguistic environment of preschool classrooms
Comparing center-based with home-based child care
Peer effects on the development of language skills in Norwegian childcare centers
Child care deserts in New York State
Null relations between CLASS scores and gains in children’s language, math, and executive function skills
Preschool practices in Sweden, Portugal, and the United States
Context influences on task orientation among preschoolers who display disruptive behavior problems
Effects of an early childhood educator coaching intervention on preschoolers
Exploring the role of quality in a population study of early education and care
Preschool quality and child development in China
Examining the Denver Preschool Program tuition credit in relation to children's academic and attendance outcomes at kindergarten
One or two years of participation
Exploring Head Start teacher and leader perceptions of the Pre-K Classroom Assessment Scoring System as a part of the Head Start Designation Renewal System
The relationship between child-centered teaching attitudes in childcare centers and the socio-emotional development of Japanese toddlers
Preschools as language learning environments for children of immigrants. Differential effects by familial language use across different preschool contexts
Promoting classroom quality through professional development
Closer to home
Early childhood care and education and child development
Inequalities in early childhood education and care by immigrant background
Effects of early childhood education attendance on achievement, social skills, behaviour, and stress
Links between teachers’ occupational burnout and students’ academic, social-behavioral, and executive function performance from preschool through first grade
Does mixing age groups in early childhood education settings support children’s language development
Teacher–child interaction quality as a function of classroom age diversity and teachers’ beliefs and qualifications
Does variation in early childhood education matter more for dual language learners’ than for monolingual children’s language development
Children’s exposure to sustainability practices during the transition from preschool into school and their learning and socioemotional development
Longitudinal impact of child care and home environments on low-income children's development
Enhancing teacher-child engagement and promoting early learning with playful learning landscapes
Preschool quality and developmental outcomes of preschool children in rural China
Simplifying quality rating systems in early childhood education
The influence of elementary school quality on differential long-term effects of preschool programs in third grade
The Care Burden during Covid-19
Early education and care quality
Education policy reform and the impact of free preschool education on boys' and girls' reading competence
Converging mothers' employment trajectories between East and West Germany? A focus on the 2008-childcare-reform
Does Child-Care Quality Mediate Associations Between Type of Care and Development
Missing Data
From Neurons to Neighborhoods
Introduction to Meta‐Analysis
Introduction to Meta‐Analysis
Does Higher Quality Early Child Care Promote Low-Income Children’s Math and Reading Achievement in Middle Childhood?
The Teacher-Child Rating Scale
The Effects of Preschool Education
Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development
Chapter 12 Interpreting the Evidence on Life Cycle Skill Formation
The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade
Maternal Employment and Child Cognitive Outcomes in the First Three Years of Life
Child Care and Low-Income Children's Development
Does prekindergarten improve school preparation and performance?
Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development
Teachers' Education, Classroom Quality, and Young Children's Academic Skills
Economic, neurobiological, and behavioral perspectives on building America’s future workforce
How much is too much? The influence of preschool centers on children's social and cognitive development
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
A conceptual and empirical examination of justifications for dichotomization.
Child Care Quality Matters
Early gender differences in self-regulation and academic achievement.
Modeling the Impacts of Child Care Quality on Children's Preschool Cognitive Development
Multiple Inference and Gender Differences in the Effects of Early Intervention
The Bioecological Model of Human Development
Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction
Children's Social and Cognitive Development and Child-Care Quality
Diversity, child care quality, and developmental outcomes
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
Early childhood care and education
The development of cognitive and academic abilities
An assessment of the validity of the Ecers-R with implications for measures of child care quality and relations to child development
School readiness and later achievement
The Effects of Universal Pre-K on Cognitive Development
The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents
| Unique citing works | 100 |
|---|---|
| Citations per year | 7,69 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 93 |