An Evaluation of Early Education Based on Physical Environmental Guidelines

Donna J. Satterlee, Jeffrey M. Molavi and Mark E. Williams

SAGE Open, 2015, vol. 5, issue 2, 2158244015586810

Abstract: The integration of environmental policies with political support for action on these policies is of prime significance for mobilization and progression of improving indoor environments. However, state licensing agencies and local county ordinances for child care centers do not universally follow these policies and standards. As a result, most early childhood educational programs operate without proper indoor environments. Indoor air quality, temperature, ventilation, daylighting, and acoustics are crucial factors for educational settings in early childhood education. This study documents the physical environment in early childhood education centers in three counties in Maryland. Results indicate that building performance and indoor air quality standards vary according to the socioeconomic status of children who attend early childhood programs, and environmental factors correlate with educational achievement (as measured by kindergarten readiness scores).

Keywords: indoor air quality; environmental policy; early care and education; quality of indoor environment; kindergarten readiness scores (search for similar items in EconPapers)
Date: 2015
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:5:y:2015:i:2:p:2158244015586810

DOI: 10.1177/2158244015586810

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