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High quality Services, . - Coggle Diagram

- - - - Family environment
      - classroom environment
    - - Developmental and social
        experiences vary between groups and that these differences in experience may be affected by the environment in which the child grows and learns.
    - - Process quality is assessed primarily by observing the early childhood learning environment. - Focus on teacher-child interaction and Student teacher relationship scale. (STRS; Pianta & Nimetz, 1991)
      - The classroom assessment Scoring system - reliable measurement tools to assess the quality of classroom interactional processes. CLASS
        
        CLASS focuses on several dimensions of teacher-child interactions which are organized into 3 broad domains - emotional support, classroom organization and instructional support. reflecting two aspects (social and instructional) of interactions (Hamre et al., 2012; Mashburn et
        al., 2008).
        
        Two aspects of interaction - how sensitive and responsive teachers are with respect to the children's needs and cues.
        The instructional features of interactions focus on
        teachers’ behaviours that promote children’s development and performance of skills.
        
        Hamre and Pianta (2005) who examined the influence of support from teachers on children's school readiness found that high levels of instructional and emotional support reduce the probability (for children at risk of early school failure) of developing poor learning outcomes and reduce children’s conflict with teachers.
        
        Mashburn and colleagues (2008) also discover that instructional
        interactions are able to predict academic and language skills of children, and teachers’ emotional interactions are able to predict teacher-reported social skills.
  - - - Reading 2 pg.16
        
        low ratios (i.e., few children per caregivers) tend to be more socially competent, compliant, cooperative and advanced in academic progress compared to children from programs with high ratios (Clarke-Stewart & Gruber, 1984; Guo & Harris, 2000; Howes, 1988; Whitebook, 1989). High child-to-staff ratios are also more frequently associated with negative staff-child interactions (Rosenthal & Vandell, 1996)
    - - Reading 2 pg.16
        
        When caregivers have higher education levels, children tend to have higher levels of social competence (ClarkeStewart & Gruber, 1984). Education or training of teachers/caregivers in the ECEC environment is also correlated with higher scores on achievement tests, and higher levels of compliance and cooperation in children (Whitebook, 1989)
    - - Reading 2 pg.16
        
        Smaller group sizes (compared to larger group sizes) are associated with better academic progress, higher levels of cooperation, larger group sizes) are associated with better academic progress, higher levels of cooperation, compliance, consideration and engagement in sophisticated social play. Children in smaller groups also have a lower tendency to answer with antisocial responses during social problem-solving tasks (Clarke-Stewart & Gruber, 1984; Dunn, 1993; Howes, 1988; Whitebook, 1989).
        
        (Manning Matthew , Garvis Susanne , Fleming Christopher, T.W. Wong Gabriel, 2017)
  - - - Some studies focused more on the importance of the process elements of quality (e.g., Duncan & Gibson-Davis, 2006; Pianta et al., 2009) while others incude both elemtns for measuring quality in ECEC environments ( Howes et al., 2008; Sabol, Soliday Hong, Pianta & Burchinal, 2013)
- - - - It is noted, however, that structural indicators of an ECEC program and caregiver characteristics contribute to the overall quality or child developmental outcomes through relatively indirect ways compared to process features (Vandell & Wolfe, 2000). For example, Blau (2000) proposes a twostage model, suggesting that structural features contribute to the process quality in ECEC settings during the first stage, which subsequently affects children’s developmental outcomes. Similarly, Phillipsen, Burchinal, Howes and Cryer (1997) suggest that the effects of structural variables on 15 The Campbell Collaboration | www.campbellcollaboration.org child developmental outcomes are mediated by process quality (e.g., more nurturing and extensive teacher-child interactions)