Caregiver Training and Classroom Quality in Child Care Centers

By Margaret R. Burchinal, D. Cryer, R. Clifford, C. Howes. 2002

498 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cad2333fb33bd89d52bc362973093e89a5d10871

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Citations in the corpus

Teacher education, motivation, compensation, workplace support, and links to quality of center-based child care and teachers’ intention to stay in the early childhood profession (2007, background): “Thus, these findings replicate others that indicate specific training for a skill set appropriate for very young children is effective in promoting global quality (Blau, 2000; Burchinal et al., 2002; Sachs, 2000; Whitebook, 2003; Whitebook et al., 1990; Whitebook & Sakai, 2004).”
Preschool Teacher Well-Being: A Review of the Literature (2014, background): “There is some evidence to suggest that higher levels of education lead to higher quality classrooms (Blau 2000; Burchial et al. 2002; Howes et al. 1992) which is, likely the basis for many of the recent mandates.”
Measuring the Quality of Teacher–Child Interactions in Toddler Child Care (2009, background): “Several studies have examined global quality as measured by the ITERS and the structural features of classrooms and have found associations between higher levels of education, smaller groups, and higher ratings of global quality ( Burchinal, Cryer, Clifford, & Howes, 2002 ; Phillipsen, Burchinal, H”
High‐quality interactions with infants: relationships with early‐childhood practitioners’ interpretations and qualification levels in play and routine contexts (2010, background): “…found that qualified staff demonstrate more positive interactions than those without qualifications (NICDH Early Child Care Research Network 2002b; Burchinal et al. 2002; Goelman et al. 2006), whereas others have found no such association (Vermeer et al. 2008) or have reported that factors such…”
Understanding How Social and Emotional Skill Deficits Contribute to School Failure (2011, background): “Conversely, children who attend high-quality formal childcare programs have better work habits, cognitive abilities, and social skills than do children who were supervised informally by other adults ( Burchinal, Cryer, Clifford, & Howes, 2002 ; Love et al, 2003 ; National Institute of Child Health ”
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs. (2007, background): “In the child-care literature, most research indicates that higher levels of teachers’ education are linked to higher global quality in center-based care (Burchinal et al., 2002; de Kruif, et al., 2000; Howes et al., 1992; NICHD ECCRN, 2002; Scarr et al., 1994).”
Measurement of quality in preschool child care classrooms: An exploratory and confirmatory factor analysis of the early childhood environment rating scale-revised (2005, unknown): “Burchinal et al. (2002) reported that teachers with a Bachelors degree scored significantly higher on the ECERS than did teachers with an AA degree or less education.”
Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms (2009, methodology): “Factor analysis of the ECERS-R, conducted in several other inves- 666 LA PARO ET AL. tigations (e.g., Burchinal et al., 2002; Burchinal et al., 2000; Peisner-Feinberg et al., 1999, 2001; Pianta et al., 2005) yielded two factors.”
Preservice Teachers’ Emotion-Related Regulation and Cognition: Associations With Teachers’ Responses to Children's Emotions in Early Childhood Classrooms (2012, background): “Training and classroom experience will likely enhance teachers’ repertoire of developmentally appropriate strategies for responding to children’s emotions (Burchinal et al., 2002; Downer et al., 2009).”
Professional Development + Coaching = Enhanced Teaching: Increasing Usage of Math Mediated Language in Preschool Classrooms (2009, background): “Additional studies have shown that caregivers with more formal education, specifically in early childhood, tend to provide higher quality child care. Burchinal et al. (2002)”
Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? (2005, background): “…and distal factors will account for significant explained variance in quality as they do in child care (e.g., Burchinal, Cryer, et al., 2002; Burchinal, Howes, et al., 2002; NICHD ECCRN, 1999, 2002b), will demonstrate the lack of association with quality as has been shown in elementary…”