april 7/8, 2006hans-guenther rossbach1 2. general features of empirical studies nine general...

April 7/8, 2006 Hans-Guenther Rossbach 1

2. General features of empirical studies2. General features of empirical studies

Nine general features of empirical studies on Nine general features of empirical studies on the effects of non-parental care and education:the effects of non-parental care and education:

• Interventions studies, mainly:Interventions studies, mainly: (quasi-)experimental studies(quasi-)experimental studies model-programs for children from model-programs for children from disadvantaged familiesdisadvantaged families extensive programs including also other extensive programs including also other assistance for the familiesassistance for the families

1.1. Intervention studies or studies on regular Intervention studies or studies on regular care and education programscare and education programs



• Interventions studies, cont.:Interventions studies, cont.: located at universities or research located at universities or research centerscenters good quality (e.g. teacher-child-relation, good quality (e.g. teacher-child-relation, class size, teacher training)class size, teacher training)

• Studies of regular programs, mainly:Studies of regular programs, mainly: regular programs for non selected regular programs for non selected groups of children and familiesgroups of children and families larger samples of children and families larger samples of children and families and types of programs of varying qualityand types of programs of varying quality

1.1. Intervention studies or studies on regular Intervention studies or studies on regular care and education programscare and education programs



• Specific programsSpecific programs selected types of care and education, like selected types of care and education, like preschools for children aged 3 to 5 or day preschools for children aged 3 to 5 or day care settingscare settings control of basis necessarycontrol of basis necessary

• Cumulative care historyCumulative care history aggregated effects of settings in the care aggregated effects of settings in the care historyhistory starting very early (before children visit starting very early (before children visit non-parental care and education settings)non-parental care and education settings)

2.2. Effects of specific programs or effects of the Effects of specific programs or effects of the cumulative care historycumulative care history



• Hypothesis: The dose of quality is impor-Hypothesis: The dose of quality is impor-tant!tant!

• i.e. quality and quantity are important:i.e. quality and quantity are important: duration (number of months of care),duration (number of months of care), amount (number of hours per day or amount (number of hours per day or week),week), begin of non-parental care at all or of a begin of non-parental care at all or of a specific setting,specific setting, stability of the care situation und a stability of the care situation und a specific care settingspecific care setting

3.3. Quality and its doseQuality and its dose



• Different families may select different Different families may select different settings within a type.settings within a type.

• Different variables may be controlled, e.g.:Different variables may be controlled, e.g.: education of parentseducation of parents socioeconomic statussocioeconomic status depression of mothersdepression of mothers attitudes towards maternal employmentattitudes towards maternal employment level of home stimulationlevel of home stimulation parental sensibility towards needs of the parental sensibility towards needs of the childchild

4.4. Control of family backgroundControl of family background



• Hypothesis 1: We have to consider both Hypothesis 1: We have to consider both effects simultaneously.effects simultaneously.

• Hypothesis 2: The difference between the Hypothesis 2: The difference between the two qualities is important: two qualities is important: If home quality is lower than out of home If home quality is lower than out of home quality quality compensatory effects compensatory effects If home quality is higher than out of If home quality is higher than out of home quality home quality lost resources lost resources

• Hypothesis 3: The effects of home and out Hypothesis 3: The effects of home and out of home quality are additive.of home quality are additive.

5.5. Relation between home stimulation and Relation between home stimulation and quality of non-parental settingquality of non-parental setting



• Questions 1 for long-term effects: Will the Questions 1 for long-term effects: Will the effects continue, diminish or disappear? Or effects continue, diminish or disappear? Or will effects only come up later (sleeper will effects only come up later (sleeper effects)?effects)?

• Question 2: Are the effects of the later ex-Question 2: Are the effects of the later ex-perienced qualities at school independent perienced qualities at school independent of the qualities experienced earlier, do they of the qualities experienced earlier, do they strengthen or weaken earlier effects?strengthen or weaken earlier effects?

6.6. Short-term and long-term effectsShort-term and long-term effects



• Question 1: Is early non-parental care and Question 1: Is early non-parental care and education an educational offer for children education an educational offer for children or a service for mothers?or a service for mothers?

• Questions 2: Will early non-parental care Questions 2: Will early non-parental care strengthen cognitive development at the strengthen cognitive development at the expense of negative effects on socio-expense of negative effects on socio-emotional development?emotional development?

7.7. Multiple criteriaMultiple criteria



• Calculating effect sizes (Cohen): mean of Calculating effect sizes (Cohen): mean of experimental group minus mean of control experimental group minus mean of control group divided by standard deviation of group divided by standard deviation of control groupcontrol grouparound .2 = low effects; around .5 = medium around .2 = low effects; around .5 = medium effects; greater .8 = high effectseffects; greater .8 = high effects

• Comparison needed with other well known Comparison needed with other well known important predictors (e.g., education of important predictors (e.g., education of mother, family poverty)mother, family poverty)

8.8. Effect sizesEffect sizes



• Main studies in England and USA - Are re-Main studies in England and USA - Are re-sults transferable to Portuguese situation?sults transferable to Portuguese situation?

• In general yes because of common histo-In general yes because of common histo-rical-cultural traditions.rical-cultural traditions.

• Transferability may depend onTransferability may depend on the analyzed segment of qualitythe analyzed segment of quality the socio-cultural background the the socio-cultural background the familiesfamilies the zeitgeistthe zeitgeist

9.9. TransferabilityTransferability


2. Definition and measurements of outcomes2. Definition and measurements of outcomes

1.1. Mother-child-attachmentMother-child-attachment2.2. Socio-emotional competenciesSocio-emotional competencies

(1) social competencies and peer behavior(1) social competencies and peer behavior(2) behavior problems(2) behavior problems

3.3. Cognitive competenciesCognitive competencies(1) cognitive, language and mathematical (1) cognitive, language and mathematical competenciescompetencies(2) school achievement and school career(2) school achievement and school career

Three broader areas of outcomes: Three broader areas of outcomes:



2.2. Examples for socio-emotional competenciesExamples for socio-emotional competencies(1) social competencies and peer behavior(1) social competencies and peer behavior social skills, social adjustment, social re-social skills, social adjustment, social re-sponsibility, cooperative and pro-social be-sponsibility, cooperative and pro-social be-havior, peer relations, sociability, independ-havior, peer relations, sociability, independ-ence, self control, self-assertion, concentra-ence, self control, self-assertion, concentra-tion, working habitstion, working habits(2) behavior problems(2) behavior problems disobedience, disciplinary problems, con-disobedience, disciplinary problems, con-flicts with adults, aggressive behavior against flicts with adults, aggressive behavior against other children, anti-social behavior, externali-other children, anti-social behavior, externali-zations, internalizations, (negative) assertionszations, internalizations, (negative) assertions



2.2. Examples for cognitive competenciesExamples for cognitive competencies(1) cognitive, language and mathematical (1) cognitive, language and mathematical competencies (incl. intelligence)competencies (incl. intelligence)(2) school achievement and school career(2) school achievement and school career school achievement in different grades, school achievement in different grades, retention in grade, assignment to special retention in grade, assignment to special educationeducation



1.1. ObservationsObservations especially of social behavior in standardi-especially of social behavior in standardi-zed or natural situationszed or natural situations

2.2. Interviews/questionnaires/reportsInterviews/questionnaires/reports standardized reports of parents or care standardized reports of parents or care provider (form of rating scales)provider (form of rating scales)Child Behavior Checklist (Achenbach)Child Behavior Checklist (Achenbach)Vineland Adaptive Behavior Scale (Sparrow Vineland Adaptive Behavior Scale (Sparrow u.a)u.a) interviews with childreninterviews with childrenFeelings About School Measure FAS (Stipek)Feelings About School Measure FAS (Stipek)

Three measurement types:Three measurement types:



3.3. TestsTests especially in the area of cognitive especially in the area of cognitive development and (school) achievementdevelopment and (school) achievementPeabody Picture Vocabulary Test PPVT (Dunn Peabody Picture Vocabulary Test PPVT (Dunn & Dunn) – receptive language& Dunn) – receptive languageProblem: instruments have to be sensible for Problem: instruments have to be sensible for effects of non-parental care!effects of non-parental care!

Three measurement types:Three measurement types:


2. Definition and measurements of quality2. Definition and measurements of quality

• Research needs a concept of quality which is Research needs a concept of quality which is measurable!measurable!

• Three dimensions of quality can be distin-Three dimensions of quality can be distin-guished:guished: structural qualitystructural quality (e.g. the iron triangle: (e.g. the iron triangle: group size, teacher-child-ratio, qualifications group size, teacher-child-ratio, qualifications of care persons)of care persons) process qualityprocess quality (interactions of children (interactions of children with peers, adults and the space-material with peers, adults and the space-material environment)environment) (sometimes) (sometimes) quality of educational orien-quality of educational orien-tationstations (e.g., attitudes, conception of the child) (e.g., attitudes, conception of the child)



Measurement of process quality:Measurement of process quality:

• Is process quality related to the group in gen-Is process quality related to the group in gen-eral or to that what a specific child experi-eral or to that what a specific child experi-ences?ences?

• How broad is process quality conceptualized? How broad is process quality conceptualized? More global or with regard to specific More global or with regard to specific aspects?aspects?

• Three examples:Three examples:



Early Childhood Environment Rating Scale - Early Childhood Environment Rating Scale - ECERSECERS

• ECERS (Harms & Clifford 1980), ECERS-R ECERS (Harms & Clifford 1980), ECERS-R (Harms, Clifford & Cryer 1998), ECERS-E (Harms, Clifford & Cryer 1998), ECERS-E (Sylva, Siraj-Blatchford & Taggert 2003) used (Sylva, Siraj-Blatchford & Taggert 2003) used in many studies worldwidein many studies worldwide

• ECERS-R consists of 43 items in the form of ECERS-R consists of 43 items in the form of seven-point rating scales, ECERS-E 15 itemsseven-point rating scales, ECERS-E 15 items

• ECERS-instruments are administered after an ECERS-instruments are administered after an three hour observation by an external raterthree hour observation by an external rater



Early Childhood Environment Rating Scale - Early Childhood Environment Rating Scale - ECERSECERS

• ECERS-R covers 7 areas: space and furnish-ECERS-R covers 7 areas: space and furnish-ings; personal care routines; language and ings; personal care routines; language and reasoning; activities; interaction; program reasoning; activities; interaction; program structure; parents and staffstructure; parents and staff

• ECERS-E covers 4 areas: literacy; mathemat-ECERS-E covers 4 areas: literacy; mathemat-ics; science and environment; diversityics; science and environment; diversity



Caregiver Interaction Scale (Arnett 1989)Caregiver Interaction Scale (Arnett 1989)• often administered together with ECERS-often administered together with ECERS-

instrumentsinstruments• related to specific aspects of process quality related to specific aspects of process quality

and process quality at the group leveland process quality at the group level• 26 four-point rating scales measuring aspects 26 four-point rating scales measuring aspects

of the character of the interactions of the care of the character of the interactions of the care person with the children in the groupperson with the children in the group

• four areas in the original instrument: positive four areas in the original instrument: positive interactions; punishing behavior; permitting interactions; punishing behavior; permitting behavior; withdrawal/distance to the childrenbehavior; withdrawal/distance to the children



Observational Record of the Caregiving Environ-Observational Record of the Caregiving Environ-ment – ORCE (NICHD Study of Early Child Care)ment – ORCE (NICHD Study of Early Child Care)

• developed and used in the NICHD SECCdeveloped and used in the NICHD SECC• different versions according to age groupsdifferent versions according to age groups• related to the quality a specific target child related to the quality a specific target child

experiences and to specific aspects of quality experiences and to specific aspects of quality (behavior of care person)(behavior of care person)

• combination of time sampling with ratingscombination of time sampling with ratings• sometimes use of an indicator for “overall sometimes use of an indicator for “overall

positive caregiving quality”positive caregiving quality”


3. Examples of studies3. Examples of studies

Two types of studies:Two types of studies:

• Studies on regular care and education Studies on regular care and education programsprograms

• Intervention programs/model projectsIntervention programs/model projects



Cost, Quality, and Child Outcomes in Child Care Cost, Quality, and Child Outcomes in Child Care Centers – CQC-Study:Centers – CQC-Study:

• study of the effects of specific programsstudy of the effects of specific programs• 4 states in USA – California, Colorado, 4 states in USA – California, Colorado,

Connecticut, North CarolinaConnecticut, North Carolina• longitudinal study of cognitive and socio-longitudinal study of cognitive and socio-

emotional development - from 4 to 8 years of emotional development - from 4 to 8 years of ageage




Measurement points CQC-Study

4 years(1993)

5 years(1994)

6 years(1995)

8 years(1997)

Measurement of outcomes

1. MP

2. MP

3. MP 5. MP

4.4. MP MP




• start sample: 826 children from 183 groups in start sample: 826 children from 183 groups in 176 preschools – at age 8: 418 children (out 176 preschools – at age 8: 418 children (out of 160 of the 183 original groups)of 160 of the 183 original groups)

• observation of quality in the preschoolsobservation of quality in the preschools• literature literature Peisner-Feinberg et al. 1999, Peisner-Feinberg et al. 1999,

20012001



European Child Care and Education Study – European Child Care and Education Study – ECCE-StudyECCE-Study

• study of the effects of specific programsstudy of the effects of specific programs• 4 countries in Europe 4 countries in Europe Austria, Germany, Austria, Germany,

Portugal (only phase 1) and SpainPortugal (only phase 1) and Spain• longitudinal study of cognitive and socio-longitudinal study of cognitive and socio-

emotional development - from 4 to 8 years of emotional development - from 4 to 8 years of ageage




Measurement points ECCE-Study


1. MP

3. MP

2. MP

4. MP(only Germany)

5. MP

8;6 years(1998)

6;6 years(1996)

4 years(autumn 1993 to summer 1994)




• start sample: 1.244 children from 314 groups start sample: 1.244 children from 314 groups in 314 preschools (Austria: 152 children from in 314 preschools (Austria: 152 children from 43 groups; Germany: 422 from 103; Portugal: 43 groups; Germany: 422 from 103; Portugal: 345 from 88; Spain: 325 from 80) – at age 8: 345 from 88; Spain: 325 from 80) – at age 8: 586 children from 206 of the original groups, 586 children from 206 of the original groups, now in 390 elementary school classes now in 390 elementary school classes (Austria 107 children; Germany 306; Spain (Austria 107 children; Germany 306; Spain 173)173)

• observations of quality in the preschoolsobservations of quality in the preschools• literature literature ECCE-Study Group 1997, 1999 ECCE-Study Group 1997, 1999



Effective Provision of Pre-School Education – Effective Provision of Pre-School Education – EPPE-ProjectEPPE-Project

• study of the effects of specific programsstudy of the effects of specific programs• different regions in Englanddifferent regions in England• longitudinal study of cognitive and socio-longitudinal study of cognitive and socio-

emotional development - from 3 or 4 years emotional development - from 3 or 4 years (entry in the study) to entry in primary (entry in the study) to entry in primary school, additional measurement points end school, additional measurement points end grade 1 (age 6) and 2 (age 7)grade 1 (age 6) and 2 (age 7)




Further measurement points are planned

Measurement points EPPE Project

3 Jahre(1999)

till age 11(2008)

Rrecruit-ment of sample

7 years(2003)

4 years(2000)

6 years(2002)

1. MP

2. MP

4. MP

3. MP


5 years(2001)




• Start sample: 2.857 children from 141 pre-Start sample: 2.857 children from 141 pre-school settings (nursery classes, play-school settings (nursery classes, play-groups, local authority day nurseries, private groups, local authority day nurseries, private day nurseries, nursery schools, integrated day nurseries, nursery schools, integrated centres) - at entry into primary school 770 centres) - at entry into primary school 770 different Primary Schools; plus 314 children different Primary Schools; plus 314 children without preschool - at entry into primary without preschool - at entry into primary school 96 different Primary Schoolsschool 96 different Primary Schools

• observations of quality in all pre-schoolsobservations of quality in all pre-schools




• Design of the study is planned to conduct Design of the study is planned to conduct multi-level analyses.multi-level analyses.

• literature: Sammons et al. 2002, 2003, 2004 a, literature: Sammons et al. 2002, 2003, 2004 a, 2004 b, Sylva et al. 2004b 2004 b, Sylva et al. 2004b



Study of Early Child Care (SECC), National In-Study of Early Child Care (SECC), National In-stitute of Child Health and Human Development stitute of Child Health and Human Development (NICHD)(NICHD)

• study of the effects of the cumulative care study of the effects of the cumulative care historyhistory

• 10 sites in the USA 10 sites in the USA • longitudinal study of cognitive and socio-longitudinal study of cognitive and socio-

emotional development - from first month of emotional development - from first month of life onlife on



Study of Early Child Care (SECC), National In-Study of Early Child Care (SECC), National In-stitute of Child Health and Human Development stitute of Child Health and Human Development (NICHD)(NICHD)Measurement points SECC


further measurement points planned

1 and 6 months

(91)

15 months

(92)

2 years(93)

4;6 and 5 years

(95 to 98)

3 years(94)

6 years(99/ 00)

7 years(00/ 01)

8 years(01/ 02)

9 years(02/ 03)

10 years(03/ 04)

11 years(04/ 05)

15 Jahre(2008/ 2009)

1. MP

2. MP

3. MP

5. MP

4. MP

9. MP

6. MP

7. MP

10. MP

11. MP

8. MP

13. MP

12. MP



Study of Early Child Care (SECC), National In-Study of Early Child Care (SECC), National In-stitute of Child Health and Human Development stitute of Child Health and Human Development (NICHD)(NICHD)

• start sample: 1.364 children – at age 4;6 start sample: 1.364 children – at age 4;6 1.083 children1.083 children

• non-maternal care settings = at least 10 non-maternal care settings = at least 10 hours per week care by a person other than hours per week care by a person other than the mother – all non-maternal settings are the mother – all non-maternal settings are observedobserved

• literature: http.//secc.rti.orgliterature: http.//secc.rti.org



Perry Preschool ProjectPerry Preschool Project

• intervention study, experimental designintervention study, experimental design• random assignment of 123 children (low IQ, random assignment of 123 children (low IQ,

from highly disadvantaged families), 58 from highly disadvantaged families), 58 children in intervention groupchildren in intervention group

• children in the intervention group visited at children in the intervention group visited at the age of 3 and 4 a two-year high quality the age of 3 and 4 a two-year high quality programprogram

• children from both groups are followed up till children from both groups are followed up till age 39/41age 39/41

• literature: Schweinhart/Barnes/Weikart 1993 literature: Schweinhart/Barnes/Weikart 1993 (and internet)(and internet)

april 7/8, 2006hans-guenther rossbach1 2. general features of empirical studies nine general...

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