Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care

Henry Tran and Adam Winsler

Children and Youth Services Review, 2011, vol. 33, issue 11, 2241-2252

Abstract: Given large numbers of children attending center-based child care and considerable teacher and child mobility, it is important to study correlates and outcomes of children experiencing a change in their primary teacher/caregiver and/or a change to a different child care center. The present study investigated teacher and center stability in a group of 3238 urban, ethnically diverse, low-income, four-year-olds receiving subsidies to attend center-based child care. Children were individually assessed for cognitive and language development at the beginning and end of the pre-kindergarten year. Parents and teachers rated children on their socio-emotional skills and behavior at both time points. Children who experienced a change in their primary caregiver from the beginning to the end of the school year (41% of the sample) showed less growth in initiative for learning and attachment/closeness with adults over time, and scored lower on most indices of school readiness compared to those that had a stable caregiver. Children who moved to a different center during the year scored lower on teacher-reported initiative and attachment. African American children who switched centers were particularly at-risk for poorer outcomes, and boys who experienced a change in primary teacher, in particular, showed slower growth in cognitive development.

Keywords: Childcare; Low-income children; Teacher stability; School readiness (search for similar items in EconPapers)
Date: 2011
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Citations: View citations in EconPapers (6)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:33:y:2011:i:11:p:2241-2252

DOI: 10.1016/j.childyouth.2011.07.008

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