DOCUMENT RESUME

ED 360 101 PS 021 751

AUTHOR Katz, Lilian G.

TITLE Five Perspectives on Quality in Early Childhood
Programs. Perspectives from ERIC/EECE: A Monograph
Series, No. 1.
INSTITUTION ERIC Clearinghouse on Elementary and Early Childhood
Education, Urbana, Ill.
SPONS AGENCY Office of Educational Research and Improvement (ED),
Washington, DC.
PUB DATE Apr 93
CONTRACT RI8806201292
NOTE 101p.; Revised version of a paper prepared for the
European Conference on the Quality of Early Childhood
Education (2nd, Worcester, England, United Kingdom,
August 1992).
AVAILABLE FROM ERIC Clearinghouse on Elementary and Early Childhood
Education, 805 West Pennsylvania Avenue, Urbana, IL
61801 (Catalog No. 208, $12, plus $1.50 postage and
handling).
PUB TYPE Information Analyses ERIC Clearinghouse Products
(071) Reference Materials Bibliographies (131)

EDRS PRICE MFO1 /PCO5 Plus Postage.

DESCRIPTORS *Early Childhood Education; *Educational Assessment;
*Educational Quality; *Evaluation Methods; Family
School Relationship; School Community Relationship;
Student Experience; Teacher Attitudes
IDENTIFIERS Childhood Experiences; ERIC Trends Issues Papers;
Program Characteristics

ABSTRACT
This monograph on quality in early childhood programs
contains two parts: an exploratory essay on the subject and an
annotated bibliography selected from a search of the ERIC data base
from 1985 through April 1993. The essay examines five perspectives on
assessing the quality of early childhood programs. A top-down
perspective on quality assessment identifies selected characteristics
of a program, such as adult-child ratios and staff qualifications. A
bottom-up perspective attempts to determine how the program is
experienced by the participating children. Such an approach asks,
among other things, whether the children feel accepted by peers,
p.otected by adults, and interested in, rather than bored or
frustrated by, their experiences. The experiences of the families
served by a program are assessed in an outside-inside perspective,
which asks whether families feel that they are accepted and that
their goals for their children are respected. The fourth perspective,
from the inside, considers how a program is experienced by its staff.
In this approach, working conditions, career advancement, and respect
for staff are assessed. Finally, the outside perspective takes into
account how the community is served by the program through assessing
such factors as allocation of community resources and affordability
of the program to families. The implications of the use of multiple
perspectives for assessing program quality are discussed. A list of
20 references is provided. The bibliography of documents and journal
articles on quality in early childhood programs that follows the
essay forms the bulk of the document. Each item in the bibliography
contains bibliographic information and an abstract of the document or
article. (BC)
 -2

U.S. DEPARTMENT OF EDUCATION

Oefrce of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
)(This document NIS been reproduced as
Perspectives from ERICIEECE received from the person or organization
originating a
rw4
o
O Minor changes have been made to improve
reDrOduCtiOn Qualify

Points of view or opinions staled in this docu-

ment do not necessarily represent official
OERI position or policy

Five Perspectives on Quality in

Early Childhood Programs

by Lilian G. Katz

IERICI Clearinghouse on Elementary Early Childhood Education

2 BEST COPY AVAILABLE
 fi

Perspectives from ERICIEECE: A Monograph Series

Five Perspectives on the

Quality of
Early Childhood Programs*

by

Lilian G. Katz, Ph. D.

Director, ERIC Clearinghouse on Elementary
and Early Childhood Education

Professor, Early Childhood Education

University of Illinois at Urbana-Champaign

* Based on a paper prepared for the Second European Confev.,nce on the

Quality of Early Childhood Education (Worcester College of Higher
Education, Worcester, England, August, 1992).

0
*1
O

April 1993

Catalog No. 208

Perspectives from ERIC/EECE: A Monograph Series, No. 1

ERIC Clearinghouse on Elementary

and Early Childhood Education
805 W. Pennsylvania
Urbana, IL 61801-4897

This publication was prepared with funding from the Office of Educational
Research and Improvement, U.S. Department of Education, unthr contract
no. OERI 88-062012-92. The opinions expressed in this publication do riot
necessarily reflect the positions or policies of OERI or the Department of
Education.
4
 Table of Contents

Perspectives from ERIC/EECE: A Monograph Series

Introduction 1

The Top-Down Perspective on Quality 2

The Bottom-Up ,-erspective on Quality 3

The Outside-Inside Perspective on Quality 5

The Inside Perspective on Quality 6

The Outside Perspective 8

Implications of Multiple Perspectives

on Quality 10

Conclusion 13

References 14

An ERIC Bibliography on Quality

in Early Childhood Programs 17

The ERIC System 92

How to Obtain Copies of ERIC Documents

and Journal Articles 93

The ERIC Clearinghouse on Elementary

and Early Childhood Education 94

7
 Perspectives from EECE: A Monograph Series

In the course of carrying out its mission, the ERIC Clearinghouse

on Elementary and Early Childhood Education (ERIC/EECE) annually
abstracts and indexes thousands of documents and journal articles,
responds to thousands of questions, and exchanges views with countless
educators around the country at conferences and meetings. With this
monograph we launch a new series of analyses and summaries addressed
to topics frequently raised by ERIC/EECE users.
Publications in this series will address current issues in all areas of
the clearinghouse scope of interest: early, elementary, and middle level
education; child development; child care; the child in the family; the
family in society; and issues related to the dissemination of information.
These publications are intended to suggest the consideration of new ways
of looking at current issues.
Suggestions of topics an authors for this series are always
welcome. Please contact the clearinghouse with suggestions or comments:

ERIC/EECE
University of Illinois
805 W. Pennsylvania
Urbana, IL 61801
Telephone: 217-333-1386
Fax: 217-333-3767
Email:[email protected]
Five Perspectives on Quality in
Early Childhood Programs

LILIAN G. KATZ
Director, ERIC Clearinghouse on Elementary
and Early Childhood Education
Professor, Early Childhood Education
University of Illinois at Urbana-Champaign
Urbana, Illinois

Introduction

The quality of programs for young children is one of the most

salient issues of the day in the United States. Questions about what criteria
and assessment procedures should be used to determine quality are as
complex for early childhood programs as they are for other professional
services.
Most of the available literature on early childhood programs
suggests that quality can be assessed by identifying selected characteristics
of the program, the setting, the equipment, and other features, as seen by
the adults in charge of the program. Such an approach can be called an
assessment of quality from a top-down perspective. Another approach is
to take what might be called a bottom-up perspective by attempting to
determine how the program is actually experienced by the participating
children. A third approach, which could be called an inside-outside
perspective, is to assess how the program is experienced by the families
it serves. A fourth perspective is one from the inside, which considers how
the program is experienced by the staff who work in it. A fifth perspective
takes into account how the community and the larger society are served by
a program. This can be called the outside or, in some sense, the ultimate
perspective on program quality.
 The thesis of this paper is that criteria representing all five
perspectives merit consideration in efforts to determine the quality of the
care and education provided for young children. This multiple perspectives
approach to quality assessment raises complex issues concerning the causes
of poor quality and the ways in which accountability for quality should be
defined.

The Top-down Perspective on Quality

The top-down perspective on quality typically takes into account
such program features as:

ratio of adults to children;

qualifications and stability of the staff;

characteristics of adult-child relationships;

quality and quantity of equipment and materials;

quality and quantity of space per child;

aspects of staff working conditions

f health, hygiene, fire safety provisions, and so forth.

According to Fiene (1992), program features such as those listed above

and those typically included in licensing guidelines are the basis for useful
regulatory strategies for ensuring the quality of child care. These features
arP directly observable and constitute enforceable standards by which
pit,viders can "set the stage for desirable interaction . . ." (p. 2). They are
also relatively easy to quantify and require relatively little inference on the
part of the assessor.
A briefing paper titled Child Care: Quality Is the issue, prepared
by the Child Care Action Campaign and produced by the National
Association for the Education of Young Children (NAEYC) (Ehrlich,
n,d.), acknowledges that there is no single definition of quality for the
variety of types of child care settings in the United States. However, the
briefing paper does list the following basic components of quality: the

2
ratio of children to adults, the size of groups, the availability of staff
training, and staff turnover rates (p. 4).
There is substantial evidence to suggest that the program and
setting features fisted above and commonly included in top-down criteria
of quality do indeed predict some effects of an early childhood program
(Love, 1993; Beardsley, 1990; Harms and Clifford, 1980; Howes et al.,
1991; Phillips, 1987).

The Bottom-Up Perspective on Quality

It seems reasonable to assume that the significant and lasting effects
of a program depend primarily on how it is experienced from below. In
other words, the actual or true predictor of a program's effects is the qua-
lity of life experienced by each participating child on a day-to-day basis.
Bottoin-up Criteria. If the child's subjective experience of a
program is the true determinant of its effects, meaningful assessment of
program quality requires answers to the central question, What does it feel
like to be a child in this environment?' This approach requires making
inferences about how each child would, so to speak, answer questions like
the following:

Do I usually feel welcome rather than captured?

Do I usually feel that I am someone who belongs rather than

someone who is just part of the crowd?

Do I usually feel accepted, understood, and protected by the

adults, rather than scolded or neglected by them?

Am I usually accepted by some of my peers rather than isolated

or rejected by them?

The inferred answers to this question should reflect the nature of

experience over a given period of time, depending upon the age of the
child. Hence the term usually is repeated in most of the questions in the
list. The phrasing of the question (e.g., Do I feel . . . ? Do I find . . . ?)
is deliberately intended to emphasize children's subjective experiences
rather than observers' judgments. /

3
9
 Am I usually addressed seriously and respectfully, rather than as
someone who is "precious" or "cute"?

Do I find most of the activities engaging, absorbing, and chal-

lenging, rather than just amusing, fun, entertaining, or exciting?

Do I find most of the experiences interesting, rather than frivo-

lous or boring?

Do I find most of the activities meaningful, rather than mindless

or trivial?

Do 1 find most of my experiences satisfying, rather than frustra-

ting or confusing?

Am I usually glad to be here, rather than reluctant to come and

eager to leave?

The criteria of quality implied in these questions are based on my inter-

pretation of what is known about significant influences on children's long-
term growth, development, and learning. Those responsible for programs
might make their own list of questions, based on their own interpretations
of appropriate experiences for young children.
It is generally agreed that, on most days, each child in an early
childhood program should feel welcome, should feel that he or she belongs
in the group, and should feel accepted, understood, and protected by those
in charge. Questions concerning other aspects of the child's experiences
are included to emphasize the importance of addressing young children's
real need to feel intellectually engaged and respected, and to encourage all
the adults responsible for young children to do more than just keep them
busy and happy or even excited (Katz, in press).
The last question reflects the assumption that when the intellectual
vitality of a program is strong, most children, on most days, will be eager
to participate and reluctant to leave the program. Their eagerness will be
based on more than just the "fun" aspects of their participation. Of course,
there are many factors that influence children's eagerness to participate in
a program. Any program and any child can have an "off" day or two.
Experience Sampling. The older the children served by a program,
the longer the time period required for a reliable bottom-up assessment.
Three to four weeks of assessment for preschoolers, and slightly longer
periods of assessment for older children, may provide sufficient sampling
to make reliable predictions of significant developmental outcomes
Occasional exciting events in early childhood programs are unlikely to
affect long-term development.
I propose that the quality of a program is good if it is experienced
from the bottom-up perspective as intellectually and socially engaging and
satisfying on most days, and is not dependent on occasional exciting
special events.
Cumulative Effects. Assessment of the quality of experience over
appropriate time periods helps address the potential cumulative effects of
experience. My assumption here is that some childhood experiences may
be benign or inconsequential if they are rare, but may be either harmful
or beneficial if they are experienced frequently (Katz, 1991). For example,
being rebuffed by peers once in a while should not be a debilitating
experience for a preschooler; but the cumulative effects of frequent rebuffs
may undermine long-term social development significantly. Similarly,
block play, project work, and other developmentally appropriate activities
may not support long-term development if they are rare or occasional, but
can do so if they are frequent.
When most of the answers to the questions posed are at the positive
end of the continua implied in them, we can assume that the quality of the
program is worthy of the children. However, the question of how positive
a response should be to meet a standard of good quality remains to be
determined.
Needless to say, there are many possible explanations for any of
the answers children might give (if they could) to the questions listed
above. A program should not automatically be faulted for every negative
response. In other words, the causes of children's negative subjective
experiences cannot always or solely be attributed to the staff. For what,
then, can the staff appropriately be held accountable? I suggest that staff
are accountable for applying all practices acknowledged and accepted by
the profession to be relevant and appropriate to the situation at hand.

The Outside-Inside Perspective on Quality

Ideally, assessment of the quality of a program should include an
assessment of the quality of the characteristics of parent-teacher
relationships (NAEYC, 1991a, pp. 101-110). Such assessments depend on

5
I
how each parent would answer such questions as, In my relationships with
staff, are the staff:

primarily respectful, rather than patronizing or controlling?

accepting, open, inclusive, and tolerant, rather than rejecting,

blaming, or prejudiced?

respectful of my goals and values for my child2?

welcoming contacts that are ongoing and frequent rather than

rare and distant?

The positive attributes of parent-teacher relationships suggested

above are relatively easy to develop when teachers and parents have the
same backgrounds, speak the same languages, share values and goals for
children, and, in general, like each other. Parents are also more likely to
relate to their children's caregivers and teachers in positive ways when
they understand the complex nature of their jobs, appreciate what teachers
are striving to accomplish, and are aware of the conditions under which
the staff is working.
Of course, it is possible that negative responses of some parents to
some of the questions listed above cannot be attributed directly to the
program and the staff, but have causes that staff may or may not be aware
of or able to determine.

The Inside Perspective on Quality

The quality of an early childhood program as perceived from the
inside, that is, by the staff, includes three dimensions: (1) colleague
relationships, (2) staff-parent relationships, and (3) relationships with the
sponsoring agency.
Colleague relationships. It is highly unlikely that an early
childhood program can be of high quality on the criteria thus far suggested
unless the staff relationships within the program are also of good quality.

2 The concept of respect does not imply agreement or compliance with

the wishes of the other.

12 6
 An assessment of this aspect of quality would be based on how each
member of the staff might answer such questions as, On the whole, are
relationships with my colleagues:

supportive rather than contentious?

cooperative rather than competitive?

accepting rather than adversarial?

trusting rather than suspicious?

respectful rather than controlling?

In principle, good quality environments are created for children (in

the bottom-up sense) when the environments are also good for the adults
who work in them. Of course, there may be some days when the
experiences provided have been good for the children at the expense of the
staff (for example, Halloween parties), and some days when the reverse
is the case. But on the average, a good quality program is one in which
both children and the adults responsible for them find the quality of their
lives together satisfying and interesting.
Staff-parent relationships. It seems reasonable to assume that the
relationships between the staff and the parents of the children they serve
can have a substantial effect on many of the criteria of quality already
proposed. In addition, I suggest that the same set of criteria implied by the
questions listed for the outside-inside perspective apply equally to the
experience of staff members. Thus, assessment of quality from the staff
perspective would require each staff member's answers to the question,
Are my relationships with parents primarily respectful rather than
patronizing or controlling? etc., as listed on page 6.
Certainly parents are more likely to approach teachers positively
when teachers themselves initiate respectful and accepting relationships.
However, in a country like the United States, with its highly mobile and
diverse population, it is unlikely that all the families served by a single
program or an individual teacher are in complete agreement on program
goals and methods. This lack of total agreement inevitably leads to some
parental dissatisfaction and parent-staff friction.

7-1

4
 The development of positive, respectful, and supportive relations.
between staff and parents of diverse backgrounds usually requires staff
professionalism based on a combination of experience, training, education,
and personal values.
Staff-sponsor relationships. One potential indirect influence on the
quality of a program is the nature of the relationships of staff members
with those to whom they are responsible. It seems reasonable to suggest
that, in principle, teachers and caregivers treat children very much the way
they themselves are treated by those to whom they report. To be sure,
some caregivers and teachers rise above poor treatment, and some fall
below good treatment. But one can assume that good environments for
children are more likely to be created when the adults who staff them are
treated appropriately on the criteria implied by the questions listed above.
A recent study by Howes and Hamilton (1993) calls attention to the
potentially serious effects of staff turnover on children's subjective
experiences of the program. Thus the extent to which program sponsors
provide contexts hospitable and supportive of staff should be give serious
attention in assessing program quality. Assessment of quality in the terms
of the inside perspective would be based on the staff's answers to the
following questions:

Are working conditions adequate to encourage me to enhance my

knowledge, skills, and career commitment?

Are the job description and career advancement plan appropriate?

Am I usually treated with respect and understanding?

Once again, not all negative responses are necessarily and directly
attributable to the sponsors or administrators of a program, and the extent
to which they are attributable would have to be determined as part of an
assessment procedure.

The Outside Perspective

The community and the society-at-large that sponsor a program
have a stake in its quality. There is a sense in which posterity itself
eventually reaps the benefits to be derived from high quality early
experience for its young children, and in which all of society suffers social

8
and other costs when early childhood program quality is poor3.
All early childhood programs, whether they are sponsored by
private or public agencies, are influenced, intentionally or by default, by
the variety of policies, laws, and regulations that govern them. Assessment
of quality from the perspective of the larger society should be based on
how citizens and those who make decisions on their behalf might be
expected to answer the following questions:

Am I sure that community resources are appropriately allocated

to the protection, care, and education of our children?

Am I confident that those who make decisions on our commu-

nity's behalf adopt policies, laws, and regulations that enhance
rather than jeopardize children's experiences in early childhood
programs?

Am I confident that the resources available to early childhood

programs in our community are sufficient to yield long-term and
short-term benefits to children and their families?

Are high quality programs affordable to all families in our

communities who need the service?

Are the working conditions (salary, benefits, insurance, and so

forth) of the community's programs sufficiently good that the
staff turnover rate remains low enough to permit the development
of stable adult-child and parent-staff relationships, and to permit
staff training to be cost-effective?

Are the staff members appropriately trained, qualified, and

supervised for their responsibilities?

3 One aspect of the impressive preprimary schools of Reggio Emilia

in Italy is the extensiveness and depth of the involvement of the whole
community in all aspects of their functioning. For an interesting
description of community partnerships and early childhood programming
see Spaggiari (1993).

95
 Since programs for young children are offered under a wide variety of
auspices, each program can generate its own list of appropriate criteria for
assessment from the outside perspective.

c Implications of Multiple Perspectives on Quality

Four implications are suggested by this formulation of quality
assessment for early childhood programs.
Discrepancies Between Perspectives. It is theoretically possible for
a program for young children to meet satisfactory standards on the quality
criteria from a top-down perspective, but fall below them on the bottom-
up or the outside-inside criteria. For example, a program might meet high
standards on the top-down criteria of space, equipment, or child/staff
ratio, and yet fail to meet adequate standards for quality of life for some
of the children according to the criteria listed for the bottom-up
perspective.
The important aspect of experience is the meaning given to it by
the one who undergoes it. In much the same way that the meaning of a
particular word is a function of the sentence in which it appears and the
paragraph in which it is embedded, humans tend to attribute and assign
meanings to their experience in one situation based on their experiences in
all other contexts. This being the case, the bottom-up perspective needs to
take into account the likelihood that the stimulus potential of a preschool
program for a particular child is a function of the stimulus level of the
environment he or she experiences outside the program (Katz, 1989).
For example, a child whose home environment includes a wide
variety of play materials, television and video equipment, computer
games, outdoor play equipment, frequent trips to playgrounds, and so
forth. may find a preschool program boring, while another child whose
home environment lacks the same degree of variety may find the program
engaging. Such individual differences in the experiences of children in
early childhood programs, that is, the range of bottom-up perspectives,
should be taken into account in the assessment of the quality of a program,
and considered in weighing the importance of the top-down criteria.
In theory, a program could fall below acceptable standards on the
top-down criteria (for example, insufficient space or poor equipment) and
yet be experienced as satisfactory by most of the participating children.
Since I am suggesting, however, that it is the view from the bottom-up
that determines the ultimate impact of a program, some flexibility in

43 10
applying the top-down criteria of quality might be appropriate.
It is also conceivable that the staff could have appropriate relation-
ships with parents, but with few of the children. Or it could be that chil-
dren are thriving, but parents do not feel respected or welcomed by the
staff.
On the other hand, it could be that the bottom-up assessments are
low, but that the program rates high in quality from an outside-inside
parental perspective, or vice versa. For example, a staff may feel obliged
to engage children in academic exercises in order to satisfy parental
preferences even though the children might experience their lives as more
satisfying if informal and more intellectually meaningful experiences were
offered. In such instances, the bottom-up assessment of quality is less
positive than the one from outside.
Thus, theoretically, it is possible that from these multiple
perspectives, levels cf satisfaction on the criteria proposed could vary
significantly. This raises the question, Should one perspective be given
more weight than another in assessing the quality of a program? And, if
so, Whose perspective has the first claim to determining program quality?
Issues of Accountability. As suggested above, program providers
can hardly be held accountable for all negative responses on the criteria
listed for each perspective. Some children come to a program with
problems of long standing that originated outside of the program.
Similarly, parents and staff may register low satisfaction on one or more
of the criteria due to factors not attributable to the program itself. Some
families may be struggling with the vicissitudes of their lives in ways that
influence the family members' responses to the program but are not
necessarily attributable to the program.
Problems of attributing the causes of clients' perspectives on a
program raise the difficult question of establishing the limits to which the
staff can be fairly held accountable. As suggested above, the staff of a
program is not obliged to keep everyone happy as much as it is required
to apply the professionally accepted procedures as appropriate for each
case. This suggestion implies that the profession has adopted a set of
criteria and standards of appropriate practice. The view of the limits of
staff accountability being developed here implies that at least one essential
condition for high quality programs is that all staff members are qualified
and trained to employ the accepted practices, accumulated knowledge, and
wisdom of the profession. To be able to respond professionally to each
negative response from the bottom-up or outside-inside perspectives
requires well-trained and qualified staff, and staff with ample professional
experience. This last characteristic is particularly important in the case of
the program director.
This view of the limits of staff accountability also emphasizes the
urgency for the profession to continue the development of a clear
consensus on professional standards of practice below which no
practitioner can be allowed to fall.
The field of early childhood education has already taken important
steps in the direction of establishing consensus on criteria and standards of
practice through the professional associations' position papers on major
issues. The most comprehensive document in this regard is the position
paper of the National Association for the Education of Young Children
(NAEYC) titled Developmentally Appropriate Practice in Early Childhood
Programs Serving Children from Birth through Age 8 (Bredekamp, 1987).
The accreditation procedures and standards of NAEYC's National
Academy of Early Childhood Programs (NAEYC, 1991a) covers most of
the standards implied by the criteria listed above. Position statements on
curriculum content and assessment (NAEYC, 1991b; Bredekamp and
Rosegrant, 1992) have also been issued by NAEYC. NAEYC's new
National Institute for Early Childhood Professional Development is
designed to address professional development qualifications, and other
issues directly indirectly related to staff accountability for
and
implementing professionally accepted practices.
In the case of child care programs in particular, the high rate of
staff turnover, related largely to appallingly low compensation and poor
working conditions in child care centers in the United States (Whitebook,
Phillips, and Howes, 1993) and many other countries, exacerbates the
problems of retaining staff with the qualifications and experience required
for good quality programs.
Criteria and Standards. Any kind of assessment requires the
selection of criteria and the adoption of standards at which the criteria
must be met to satisfy judgments of good quality. As suggested above,
each question in each of the lists above implies a criterion of quality. For
the purposes of this discussion, a criterion is a dimension of experience
thought to determine the quality of the experience. A standard is a
particular level of quality on the criterion. Thus, for example, for the
top-down criterion of ratio of adults to children, the standard of quality
might be set at 1:5, 1:10, or 2:25, depending on the age of the children.
Similarly, for the first criterion listed for the bottom-up

id 12
perspective--"Do I usually feel welcome rather than captured?"a
standard would have to be set as to how intense, constant, or enduring
such feelings must be to meet a standard of acceptable quality. A four- or
five-point scale on each criterion continuum is likely to be sufficient for
most purposes. However, agreement concerning the point at which a
standard of quality has been satisfied must be determined by the assessors.
Furthermore, the issue of whether standards of quality would have to be
met on all or most of the criteria suggested in the five perspectives would
have to be dealt with by those undertaking the assessment.
High and Low Inference Variables. Assessments based on variables
like the amount of space per child, qualifications of staff, observable
characteristics of staff-child interaction, and other commonly used
top-down indices of quality require relatively little or low inference on the
part of the assessor. However, the multiple perspectives approach involves
the use of high inference variables, namely, inferring the deep feelings of
participants and staff, and the thoughts of citizens.
It would be neither ethical nor practical to interview children
directly with the questions posed for the bottom-up perspective. It would
be ethically unacceptable to put children in situations that might encourage
them to criticize their caretakers and teachers. Furthermore, from a
practical standpoint, young children's verbal descriptions of their
experiences are unlikely to be reliable. Thus, assessing the quality of
bottom-up experience requires making inferences about the subjective
states of the children. Ideally, these inferences would be based on
extensive contact and frequent observation and information-gathering by
participants over extended periods of time. In addition, reliable
unobtrusive indices of children's subjective experiences are required for
the assessment of quality from the bottom-up (Goodwin and Goodwin,
1982).

Conclusion
Answers to the questions proposed for each perspective can be used
as a basis for decisions about the kinds of modifications to be made in the
services offered to each child and to the whole group of children enrolled,
and to all their families. When answers are used in this manner, each of
the five perspectives outlined above contributes in a different way to an
overall assessment of program quality as experienced by all who have a
stake in high quality programs. But because all responses cannot be

13
directly attributed to characteristics of a program, the early childhood
profession must continue its efforts to develop, adopt, and apply an
accepted set of professional standards of practice for which practitioners
can fairly be held accountable. Any approach to the assessment of quality
requires not only the development of a set of criteria to apply to each
program, but also some consensus on the minimum standards that must be
satisfied for acceptable quality on each criterion. A start has been made on
the development of consensus about appropriate practices. Further
discussion of these matters among practitioners, program sponsors,
regulatory agencies and membership associations in the field is urgently
needed.

References

Beardsley, L. Good Day Bad Day. The Child's Experience of Day Care,
New York: Teachers College Press, 1990.

Bredekamp, S. (Ed.). Developmentally Appropriate Practice in Early

Childhood Programs Serving Children from Birth through Age 8.
Washington, DC: National Association for the Education of Young
Children, 1987.

Bredekamp, S., and Rosegrant, T. Reaching Potentials. Appropriate

Curriculum and Assessment for Young Children. Washington, DC:
National Association for the Education of Young Children, 1992.

Ehrlich, E. Child Care. Quality 's the Issue. Washington, DC: National
Association for the Education of Young Children, n.d.

Fiene, R. Measuring Child Care Quality. Atlanta, Georgia, 1992.

Goodwin, W.L., and Goodwin, L.D. "Measuring Young Children." In B.

Spodek (Ed.), Handbook of Research in Early Childhood Education, 523-
563. New York: The Free Press, 1982.

Harms, T., and Clifford, R.M. The Early Childhood Environment Rating
Scale. New York: Teachers College Press, 1980.

4t) 14
Howes, C., Hamilton, C. E. "The Changing Experience of Child Care:
Changes in Teachers and in Teacher-Child Relationships and Children's
Social Competence with Peers." Early Childhood Research Quarterly. 8
(1), 1993, 15-32.

Howes, C., Phillips, D.A., and Whitebook, M. "Thresholds of Quality:

Implications for Social Development of Children in Center-based Child
Care." Child Development 63 (1992): 449-460.

Katz, L.G. "Afterward." In P.O. Olmstead and D.P. Weikart (Eds.), How
Nations Serve Young Children: Profiles of Child Care and Education in 14
Countries, 401-406. Ypsilanti, MI: High/Scope Foundation, 1989.

Katz, L.G. "Pedagogical Issues in Early Childhood Education." In S.L.

Kagan (Ed.), The Care and Education of America's Young Children:
Obstacles and Opportunities. Ninetieth Yearbook of the National Society
for the Study of Education. Part 1, 50-68. Chicago: University of Chicago
Press, 1991.

Katz, L.G. "Education or Excitement." In L.G. Katz, Talks with Early

Childhood Educators. Collected Works. NJ: Ablex Publishing Corp, in
press.

Love, J.M. Does Children's Behavior Reflect Day Care Classroom

Quality? Paper presented at the Society for Research in Child
Development, New orleans, March 1993.

National Association for the Education of Young Children. Testing of

Young Children: Concerns and Cautions. Washington, DC: Author, 1988.

National Association for the Education of Young Children. Accreditation

Criteria and Procedures of the National Academy of Early Childhood
Programs. Rev. ed. Washington, DC: Author, 1991a.

National Association for the Education of Young Children. Guidelines for

Appropriate Curriculum Content and Assessment in Programs Serving
Children Ages 3 through 8. Washington, DC: Author, 1991b.

Phillips, D. Quality in Child Care: What Does Research Tell Us? Wash-
ington, DC: National Association for the Education of Young Children,
1987.

Spaggiari, S. The Community-Teacher Partnership in the Governance of

the Schools. In Edwards, C., Gandini, L., Forman, G., Eds. The Hundred
Languages of Children. The Reggio Emilia Approach to Early Childhood
Education. 1993. Norwood, N. J.: Ablex Publishing Corporation.

United States Department of Human and Social Services. Federal

Interagency Day Care Requirements. Washington, DC, 1980.

Whitebook, M., Phillips, D., and Howes, C. National Child Care Staffing
Study Revisited: Four Years in the Life of Center-Based Child Care.
Oakland, CA: Child Care Employee Project, 1993.

22 16
 Selected ERIC Bibliography on
Quality in Early Childhood Programs

Items in this bibliography were selected from a search of the ERIC

database from 1985 through April 1993. ERIC Documents and journal
articles are listed in descending order, from most recently added to the
database to least recently added.

ERIC Documents

ED349113
Costley, Joan B. 1991. Career Development Systems in Early
Care and Education: A Planning Approach. Boston, MA:
Wheelock College Center for Career Development in Early Care
and Education. 7p.; EDRS Price MF01/PC01 Plus Postage.

This paper examines four issues relevant to planning the use of funding
resources for installing a career development system for practitioners in the
early childhood education field. The first issue concerns the need for a
career development system. Arguments for the importance of such a
system are based on the need for a dynamic career ladder and allowance
for continuing professional growth; a shortage of qualified practitioners;
and the relationship between the amount of a practitioner's training and the
quality of the practitioner's work. The second and third issues concern the
characteristics and components of a progressive career development
system. Training must provide knowledge and skills, be accessible to all
practitioners, allow for practitioner accreditation, and be cumulative.
Components of a career development system should include a system
model, coordinated training, a personnel registry, and a training approval
system. The fourth issue concerns the implementation of a career develop-
ment system. Steps involved in implementation include: (1) developing a
coordinating committee; (2) developing a profile of training needs; (3)
understanding state licensing rules; (4) compiling information about
training programs; (5) developing salary guidelines; (6) convening a state-
wide advisory group; (7) requesting state funds; (8) lobbying for a training
approval process; and (9) establishing a training and planning fund.

17
23
 ED349112
Morgan, Gwen. 1991. Career Progression in Early Care and
Education: A Discussion Paper. Boston, MA: Wheelock College
Center for Career Development in Early Care and Education. 9p.;
EDRS Price MFO1 /PC01 Plus Postage.

Several reports on the link between the economy and the quality of child
care indicate that: (1) early care and education benefits two generations of
workers; (2) quality is essential to, but is rarely found in, early care and
education programs; and (3) the key to quality is the professional
development of practitioners. A vision of dynamic career development in
the child care field must address the problems of inadequately trained
practitioners and training systems that are fragmented, sporadic, and
unsuited to the needs of adult learners. A career progression model for the
child care field would adopt an approach in which different roles and
requirements are assigned to different positions in early care and education
programs, and in which practitioners experience role progression and
receive increasingly greater rewards as they obtain additional training and
skills. A system that permits the practitioner with informal training to earn
recognition in the formal system would allow early care and education to
realize its professional goals; improve the quality of training programs;
and result in increased salaries. State policies regulating training of child
care staff are described, and child care training policy issues that states
will face in the future are listed.

ED346970
Boyer, Ernest L. 1992. Cornerstones for a New Century:
Teacher Preparation, Early Childhood Education, A National
Education Index. NEA School Restructuring Series. Washington,
DC: National Education Association. 45p.; available from: NEA
Professional Library, P.O. Box 509, New Haven, CT 06516 (NEA
Stock No. 1846-X-00, $7.95). EDRS Price MF01 Plus Postage.
PC Not Available from EDRS.

Three essays put forth recommendations for improving various aspects of

American education. The first essay, "Teacher Preparation," focuses on
the impact of several social, global, and technological trends on American
schools and teacher education. In light of these trends, it is concluded that
teachers must understand the ways in which America is changing and be

2 4 18
prepared to help the growing numbers of disadvantaged children. They
must also have a glcbal perspective and see that the world is a global
village that is politically transformed, economically connected, and
ecologically imperiled. Teachers must help students cooperate rather than
compete and find ways to use technology to help the learning process.
Finally, in light of the stressful home lives of many children, they must
understand how deeply these children are in need, and be caring as well
as competent. The second essay, "Early Childhood Education," proposes
six national objectives for early education: (1) good nutrition for every
child; (2) universal preschool education for every disadvantaged child; (3)
the establishment of non-graded Basic Schools that combine grades K-4;
(4) classes of no more than 15 students; (5) evaluation to ensure that
students have basic language and compu-tation skills before leaving 4th
grade; and (6) intergenerational connections. The final essay, "A National
Education Index," recommends the creation of a set of nationwide
standards that would serve as a framework for state accountability. The
proposed index would include standards for student achieve-ment, the
conditions of teaching, school climate, school finance, accountability and
intervention, and school partnerships with parents and the business
community.

ED345851
Ooms, Theodora; Herendeen, Lisa. 1990. Quality in Child Care:
What Is It and How Can It Be Encouraged? Family Impact
Seminar (Washington, D.C., March 31, 1989). Meeting
Highlights and Background Briefing Report. Washington, DC:
Family Impact Seminar. 30p.; available from: Family Impact
Seminar, 1100 17th Street, N.W., Suite 901, Washington, DC
20036 ($10.00). EDRS Price MF01/PCO2 Plus Postage.

The purpose of this meeting, one of a series of family impact seminars,

was to explore definitions of quality in child care and the ways in which
quality can be encouraged The seminar was held in response to a number
of child care bills under consideration by the 101st Congress that reopen
the issue of federal regulation of child care. This document contains two
parts: (1) highlights of the seminar; and (2) a background briefing report
in eight sections prepared before the meeting. The first part, summarizes
comments by panelists Ann Segal, Barbara Willer, Linda Eggbeer, and
Ellen Kisker. The second and main part of the document is the briefing

19
report. It begins with a section titled "The Policy Questions," which
provides an overview of such policy issues as the role of the government,
strategies for improving quality, costs, and the effects of stronger efforts
at regulation. The next section, "What is Meant by 'Quality' in Child
Care?" outlines nine components of child care quality, including good
health, nutrition and safety practices, high staff-child ratios, and cultural
and ethnic sensitivity. Also considered is the topic of children with special
needs. Discussion of the question, "What Does the Research Tell Us?"
covers recent studies that attempt to measure the effects of quality in child
care, parents' attitudes about desirable program characteristics, the quality
of service currently available, and the cost of high quality child care, The
section titled "How Can Quality in Child Care Be Assured and
Encouraged?" provides a history of federal, state, and local regulations,
and reviews new national standards. The final section addresses "Non-
regulatory Strategies," such as program accreditation, child care teacher
education and training, resource and referral agencies for parents as
consumers, increases in child care workers' salaries, and the legitimization
of family day care. A total of 29 references, and information on 10
organizational resources, are included in the final 2 sections.

ED344674
American Academy of Pediatrics. 1992. Caring for Our
Children. National Health and Safety Performance Standards:
Guidelines for Out-of-Home Child Care Programs. Evanston,
IL: Author. 447p.; available from: American Academy of
Pediatrics, 141 Northwest Point Blvd., P.O. Box 927, Elk Grove
Village, IL 60009 ($50.00 plus $7.95 shipping). EDRS Price
MF01/PC18 Plus Postage.

This document presents a set of standards to be used in planning and

establishing a high quality child care program. The standards are based on
the recommendations of technical panels that studied particular facets in
child care and are intended to serve as goals for practice and guidelines for
implementation. The nine chapters of the text address the topics of: (1)
staffing; (2) program activities for healthy development of children; (3)
protection and promotion of health; (4) nutrition and food service; (5)
facilities, supplies, equipment, and transportation; (6) infectious diseases;
(7) children with special needs; (8) program administration; and (9)
licensing and community action. The chapters list almost 1,000 standards.

2 20
 Each chapter includes a rationale for each standard and comments
Imp concerning the standard. A list of references is provided at the end of each
chapter. A series of 39 appendices includes further lists of standards and
additional information relating to standards, a reference list for the
appended materials, a glossary, and an index.

ED343668
Delaware Valley Child Care Council. 1992. What Are Public
Dollars Buying in Day Care? What Should Public Dollars Be
Buying in Day Care? Testimony Summary Report from
Philadelphia, Bucks/ Montgomery, and Chester/Delaware
Public Forums 1990-1991. Philadelphia, PA: 38p.; EDRS Price
MF01/PCO2 Plus Postage.

In 1990-91 three public forums we held on problems related to child

care in the Delaware Valley, Pennsylvania. Over 100 people, including
parents, employers, child care professionals, government representatives,
and community and labor leaders, gave testimony on the public sector's
responsibility for day care and the monies being spent on child care. Three
major issues were evident throughout the testimony: quality of services,
affordability of services, and accessibility for parents. Corresponding
recommendations were: (1) improved licensing and monitoring systems;
(2) professional wages for professional teachers; (3) increased provider
reimbursement rates; (4) implementation of a single graduated eligibility
scale and fee structure based on parents' income; (5) coordination of
Pennsylvania's five separate funding streams; and (6) improved resource
and referral services. This summary report prexnts excerpts from the
testimony at the three forums, categorized by the issue addressed. Lists of
forum participants are also provided.

ED342508
Jewett, Janet. 1992. Effective Strategies for School-Based Early
Childhood Centers. The Northwest Regional Educational
Laboratory Program Report. Portland, OR: Northwest Regional
Educational Lab. 37p. Price MFO1 /PCO2 Plus Postage.

Effective strategies for developing early childhood centers in public

schools are discussed in this paper, which draws from a research-based
literature search and intensive case studies of six Northwest sites. The sites

21 fury
r.
represent a range of rural, suburban, and urban programs; large and small
schools; and a variety of program features. The sites are the: (1)
Centennial Early Childhood Center, Portland, Oregon; (2) Mary Harrison
Primary School, Toledo, Oregon; (3) Nome Elementary School, Nome,
Alaska; (4) Ponderosa Elementary School, Billings, Montana; (5) South
Colby Elementary School, Port Orchard, Washington; and (6) Tendoy
Elementary School, Pocatello, Idaho. The paper begins by identifying
themes, issues, and strategies involved in restructuring public schools
around early childhood concerns. Among the themes are these: curriculum
as a continuum of knowledge and thinking processes; curriculum content
as resulting from a dynamic process that involves input from children,
families, and community; children as active learners who make decisions
about their learning activities; developmentally appropriate practice as a
critical underpinning for program design and implementation; and high
expectations for all learners in the diverse classroom. Issues are
categorized in terms of school readiness, organizational or resource
features, personnel, classrooms, family, communities, transition,
comprehensive care, quality control, and administrative concerns.
Strategies relating to each issue are described.

ED342507
Montgomery County Commission on Child Care. 1991. Quality
Child Care--An Investment for the Future. A Special Report of
the Montgomery County Commission on Child Care. Rockville,
MD: Author. 26p.; available from: Children's Resource Center,
332 West Edmonston Drive, Rockville, MD 20852. EDRS Price
MF01/PCO2 Plus Postage.

Recommendations for action based on survey data, review and analysis of

the literature, and personal experience are presented in this report from the
Montgomery County (Maryland) Commission on Child Care. The report
notes the community's concerns regarding the need for high quality early
childhood programs and cites the linkages between wages, benefits, and
turnover and the quality of care. Data from a county survey (with a 52%
response rate) show that in 1990, the average child care worker earned
about $15,000 annually and that the annual turnover rate for child care
center staff was 34 percent. About 75 percent of senior staff had paid
vacation and sick days. Only 7 percent had fully paid health insurance,
while 67 percent had partially paid health insurance. Fewer than 25

22
23
percent had paid pension plans. The report recommends: (1) reimburse-
ment rates that accurately reflect the cost of care paid by families in the
county and advocacy for state-funded subsidy programs; (2) the
development by a county office or agency of a consumer education
program to stimulate parents to become involved in attaining high quality
child care; (3) expansion of county activities that disseminate information
to employers and bring employers together in joint efforts to address
mutual child care concerns; and (4) the provision of materials for
providers to use to educate parents about the importance of high quality
care.

ED342500
Howes, Carol lee; Whitebook, Marcy. 1991. Solving California's
Child Care Crisis: Research Addressing Regulations and
Funding. California Policy Seminar Research Report. Berkeley,
CA: California Univ., Berkeley. California Policy Seminar. 26p.;
EDRS Price MF01/PCO2 Plus Postage.

In 1991, a study was conducted to determine the extent to which the

stringency of state regulations ensures high quality in child care settings
and the extent to which California's child care staffing crisis can be
addressed through regulatory changes. To compare child care quality under
different licensing standards, the study examined findings from the Child.
Care Employee Project in California and the National Child Care Staffing
Study (NCCSS), and data collected in two longitudinal studies of
California children in community-based child care. Child care quality was
defined in terms of adult-child ratios, teacher training, teacher behaviors,
and activities provided for children. Quality was measured by means of the
Early Childhood Environmental Rating Scale and the Arnett scale of
teacher sensitivity. It was found that when child care centers met the
stringent Title 5 adult-child ratios, children were more likely to be in
classrooms judged to be more than adequate in quality. Teachers were
most effective in these classrooms. Results also showed that California
child care teachers, like their national counterparts, were poorly paid,
received few benefits, worked under difficult conditions, and were likely
to leave their jobs after a brief tenure. In the NCCSS sample, teachers
meeting California's standards regarding educational background were
more effective and provided higher quality care than did teachers who did
not meet the standards. Findings suggest that lowering teacher

23

5
qualifications to solve the staffing shortage would seriously compromise
the quality of child care in California, and that the staffing crisis could be
eased by salary enhancements and support for training.

ED342497
Meadows, Anne, Ed. 1991. Caring for America's Children.
Washington, DC: National Academy of Sciences, National
Research Council, Committee on Child Development Research and
Public Policy. 54p.; available from: National Academy Press, 2101
Constitution Avenue, N.W., Washington, DC 20418 ($6.50: U.S.,
Canada, and Mexico; $8.00: all other countries). EDRS Price
MF01 Plus Postage. PC Not Available from EDRS.

Information in this booklet is drawn from the 1990 report, "Who Cares for
America's Children? Child Care Policy for the 1990s," which presented
the recommendations of the National Research Council's Committee on
Child Development Research and Public Policy. The committee consisted
of a panel of experts in pediatrics, public policy, business, labor,
education, child care delivery, child development, economics, and other
social sciences. Part I summarizes the panel's findings and describes the
relation of the new federal Child Care and Development Block Grant
program (P.L.101-508) to the panel's work. Part II describes the aspects
of child care that determine its quality and provides information on state
regulation of child care services and professional standards for early
childhood programs. Topics include: federal tax credits; Head Start
expansion; state grant programs; characteristics of high quality child care;
and professional guidelines for quality. Discussion of structural aspects of
quality covers group size, staff-to-child ratio, caregivers, qualifications,
stability and continuity of caregivers, structure and content of daily
activities, space and facilities, and regulation of family day care homes.

ED341465
Kentucky State Dept. of Education. 1990. Guide to Developing
Effective Early Childhood Programs: A Technical Assistance
Document. Frankfort, KY: Author. 48p.; EDRS Price
MF01/PCO2 Plus Postage.

This document is an integrated statement about early childhood education

(ECE) services by the Early Childhood Committee of the Kentucky

3j 24
Department of Education. The document provides indicators of effective
programs; reviews service delivery systems; supports program planning;
encourages the adaptation of existing models; and promotes the formation
of interagency partnerships. The beliefs and assumptions about child
development held by the Early Childhood Committee are listed. Among
other considerations, the design of an ECE program should: (1)
incorporate components identified by research as present in high-quality
programs; and (2) provide for evaluation through indicators of program
quality. The implementation of an ECE program must consider the need
for: (1) comprehensive services; (2) a variety of service delivery models;
(3) appropriate curriculum; and (4) ongoing staff development.
Appendixes include: (1) a checklist of indicators of program quality; (2)
lists, for the State of Kentucky, of Head Start programs, supervisors of
parent and child education programs, school-age child care programs,
members of preschool interagency planning councils, and early childhood
training centers; (3) descriptions of learning centers, and educational
equipment and materials; and (4) a list of professional educational
organizations.

ED341457
Jewett, Janet. 1991. School-Based Early Childhood Centers. The
Northwest Regional Educational Laboratory Program Report.
Portland, OR: Northwest Regional Educational Lab., Child,
Family, and Community Program. 53p.; Price MF01/PC03 Plus
Postage.

This report presents a research-based framework for identifying

high-quality early childhood centers. Quality in a school-based early
childhood center is identified by: (1) classroom parameters, including
curriculum and adult-child interaction; (2) client parameters, relating to
children, families, and communities; and (3) school structure parameters,
including class size, adult-child ratio, students' age groupings,
evaluation techniques, and staff qualifications and training. An overview
of 23 early childhood centers in Oregon, Washington, Idaho, Montana,
and Alaska is provided in tabular form, and regional trends in early
childhood education are identified. Factors which facilitate improvement
of early childhood practices in schools include state and district support,
leadership of school principals, advocacy by staff, willingness of staff to
change, and emergent needs of clients. Factors which inhibit improvement

25
rs,
of early childhood practices include lack of state or district support, state
legislation supporting counteracting policies, curriculum control by district
committees, lack of resources, and staff resistance to change. Plans for
facilitating future development of school-based early childhood centers are
described. An appendix summarizes interviews with administrators at
30 early childhood centers in the 5 northwest region states. A list of 24
references is included.

ED340470
Hogan, Eileen L. 1991. The Importance of the Mother-Provider
Relationship in Family Child Care Homes. 9p.; Paper presented
at the Midwest Regional Conference of the Association for the
Education of Young Children (Des Moines, IA, April 1991).
EDRS Price - MF01/ PCO1 Plus Postage.

This study examined the relationship between the family day care home
provider and the mother, and the effect of this relationship on treatment
of the child by the provider. Interactions between 25 family child care
providers and mothers, and between providers and children, were
observed. Observations of interactions between mothers and providers took
place at the end of the day. Interactions between providers and children
were observed during free play times in the day care setting. Findings
showed no evidence of carryover from the mother-provider relationship to
the provider's treatment of the child, and no differences in provider's
affect, warmth, encouragement, frequency of conversations with the child,
amount of teaching, or total amount of discipline toward the child. It is
noted that self-selected family child care homes may have been generally
higher in quality than those that were randomly chosen and that this
phenomenon may have influenced mothers' attitudes.

ED339526
Gellert, Sandra. 1988. Who Should Care for Infants and
Toddlers? A Family Day Care Perspective. 15p.; Paper
presented at the Annual Conference of the National Association for
the Education of Young Children (Anaheim, CA, November
11-13, 1988). EDRS Price MF01/PC01 Plus Postage.

This discussion concerns the advantages and disadvantages of using family

day care, the most widely used form of day care in the United States.

26
32
 Advantages are that family day care providers generally: (1) accept
younger infants than do centers; (2) are often conveniently located; (3)
often have flexible hours; (4) provide home-like environments; (5)
communicate directly with parents; (6) provide excellent learning
environments; (7) provide greater individuality of care than do centers;
and (8) are usually cheaper than centers. In regulated centers, providers
and children benefit from the Child Care Food Program. Disadvantages
are: (1) It is difficult to find high quality family day care; (2) Family day
care providers usually have less training in child development than those
in centers; (3) High child-staff ratios are a problem in some areas; (4)
There is a high turn-over rate; and (5) Zoning problems are prevalent.
Several ways of overcoming the disadvantages and improving the quality
of family day care are discussed. The Accreditation of the National
Association for Family Day Care was developed to provide a means of
examining the provider's care in terms of indoor safety, health, nutrition,
interaction with children, indoor and outdoor play environments, and
professional responsibility. Family day care associations that provide
training and support for providers are discussed.

ED338406
Allhusen, Virginia D.; Cochran, Moncrieff M. 1991. Infants'
Attachment Behaviors with Their Day Care Providers. 22p.;
Paper presented at the Biennial Meeting of the Society for Research
in Child Development (Seattle, WA, April 18-20, 1991). EDRS
Price MF01/ PCO1 Plus Postage.

The conditions of day care quality under which infants direct secure
attachment behaviors toward their day care providers were examined. Two
groups of 12- to 18-month- old infants, who were experiencing either 1:4
or 1:7 caregiver-to-infant ratios, and their day care providers, were
observed while they interacted in their day care centers. Caregivers'
effectiveness in caring for the infants, and infants' attachment behaviors
toward the day care providers, were assessed. Results showed that infants
cared for in groups with more favorable ratios had more effective
caregivers, and were thus more likely to direct secure attachment behaviors
toward day care providers. Group size had a similar effect on infant and
caregiver outcome measures, with smaller groups being associated with
more effective caregiving and more secure attachment behaviors. For
infants in groups with less favorable ratios, continuity of care in the same

,o
day care center was more important for the expression of secure
attachment behaviors toward day care providers than was continuity of
care with the same caregiver. Girls' day care providers were more
effective than boys' providers, and girls, in turn, were more likely than
boys to direct secure attachment behaviors toward their day care providers.

ED337246
De Stefano, Lizanne; And Others. 1991. Statewide Search for
Exemplary Practices in Early Childhood Education in Illinois.
20p.; Paper presented at the Annual Conference of the American
Educational Research Association (Chicago, IL, April 3-7, 1991).
EDRS Price MF01/PC01 Plus Postage.

This paper examined state and community programs for preschool-aged

children in Illinois during a 1-year period in order to identify, describe and
publicize effective practices in early childhood education. Exemplars,
rather than content-specific standards, were used for selection criteria. A
qualitative, connoisseurship model of evaluation was used by teams of
experts in early childhood education. The nine programs that were selected
as finalists represented four practice areas: (1) staffing patterns; (2) service
delivery; (3) family involvement; and (4) program design. It is concluded
that the findings may move the state closer to an understanding of
commonalities in programs for young children that exist across ability
groupings, service providers, and geographic areas. The use of content
experts in the planning, design, and conduct of the evaluation helped build
credibility for the evaluation. Case study methodology was used
successfully, and case study information will be used in the resource
directory that will be made available to persons interested in implementing
practices in other areas. It was found that local programs either did not
have access to data concerning the effectiveness of their programs, or they
lacked the skills, resources, and encouragement needed to evaluate their
practices.

ED336185
Campbell, Lori; And Others. 1991. Mervyn's Family-to-Family
Initiative in Oregon. 13p.; Paper presented at the Annual Family
Day Care Technical Assistance Conference (Atlanta, GA, April 26,
1991). EDRS Price MF01/PC01 Plus Postage.

3' 28
Family-to-Family, a collaboration between community colleges, public
agencies, and businesses that is funded by Mervyn's department stores, is
a two-year effort to enhance the quality of family child care in Oregon. Its
goals are to train at least 450 family child care providers, help at least 60
providers achieve national accreditation, and educate consumers to
recognize and demand high quality child care. By direct and indirect
contact, the program presents caregivers with the advantages of
accreditation, familiarizes them with changes in day care law in Oregon,
and provides them with the means to become more educated or accredited
in their field. The program involves three 15-hour training levels: (1)
Family Child Care: A Firm Foundation; (2) Professional Track; and (3)
Program Track. There is also a two-part workshop leading to
accreditation. (S AK)

ED335121
Bureau of Early Childhood Programs. 1986. Future Trends in
Early Childhood Programs. Boston, MA: Author, Massachusetts
State Dept. of Education. Bureau of Early Childhood Programs.
65p.; EDRS Price - MF01/PC03 Plus Postage.

In compliance with the Massachusetts Public School Improvement Act of

1985, this report provides information in the following areas: research
findings; national and state demographics regarding children and families;
services for children and families in Massachusetts; high quality early
childhood programs; and the emerging role of public schools in early
childhood education. A growing number of states are involved in early
childhood education, with many programs originating in legislation.
Research has demonstrated the long-term benefits of high quality early
childhood programs. There are strong economic pressures on mothers to
enter the work force. The number of Massachusetts children living in
poverty, particularly those from minority families, is increasing.
Massachusetts has an increasing need for early childhood programs and
day care services for young children at all income levels. Public schools
are being asked to provide a broader range of services to more diverse
groups of children and families than in previous years. To provide the
services needed, coordinated planning among public and private programs
is essential. Characteristics of high quality programs include strong family
involvement, well-trained staff, small class size, developmentally
appropriate curriculum, and sensitivity to individual differences and needs.

29 r-
Questions for community-wide early childhood needs assessment and a
1986 early childhood status report on the state's school districts are
appended. References number 130.

ED334225
Fiene, Richard; Melnick, Steven A. 1991. Quality Assessment in
Early Childhood Programs: A Multi- Dimensional Approach.
25p.; Paper presented at the Annual Meeting of the American
Educational Research Association (Chicago, IL, April 3-7, 1991).
EDRS Price MF01/PC01 Plus Postage.

The relationships among independent observer ratings of a child care

program on the Early Childhood Environment Rating Scale (ECERS), state
department personnel ratings of program quality using the Child Develop-
ment Program Evaluation Scale (CDPES), and self-evaluation ratings using
the self-assessment instrument designed for the Early Childhood Education
Linkage System (ECELS)--a federally-funded demonstration project--were
studied. Data were collected in May 1989 and throughout 1990 in three
stages: (1) during visits by teams of two external evaluators, data were
collected for 87 day care centers (DCCs) using the ECERS and 62 family
day care homes (FDCHs) using the Family Day Care Home Rating Scale
(FDCRS); (2) 125 DCCs and FDCHs completed the environmental,
health, and safety self-assessment for the ECELS program; and (3) licens-
ing data were collected on all of the DCCs and FDCHs in the above two
studies using Pennyslvania's CDPES. The results show the need for
improvement in early childhood programs in Pennsylvania in terms of
licensing, health and safety, and child development program environment.
All three scales measure different dimensions of quality. The CDPES had
the greatest limitations in providing information on areas for improvements
in early childhood programs; the ECELS scale provided significantly better
data in these areas. The ECERS provided additional programmatic quality
data that are not contained in the CDPES and the ECELS scale. To help
the embattled licensing representative in the field, a more effective/effi-
cient balance of self-assessment with the representative validating the
results of a self-assessment with unannounced licensing visits is needed.
Results also show the need to develop a weighting system for the three
scales.

30
 ED332823
Caruso, Grace-Ann L. 1991. The Ecology of Child Care: The
Relationship of Parent-Caregiver Support and Child Care
Quality to Toddler Behavior. 8p.; Paper presented at the Biennial
Meeting of the Society for Research in Child Development
(Seattle, WA, April 18-20, 1991). EDRS Price MF01/PC01 Plus
Postage.

This study investigated the association between the nature of

parent-caregiver relationships and child behavior and examined the
parent-caregiver relationship as a social support. A total of 120 parents of
2-year-olds who used child care at least 20 hours a week were randomly
selected. Participants were asked to complete a survey that included a
demographic questionnaire, measures of child behavior problems, and
questions concerning support from family, friends, and caregivers. A total
of 97 parents responded. Twenty parent-caregiver pairs that represented
extreme positions regarding support from caregivers were subsequently
interviewed in depth. Content analysis of interview data revealed four
profiles of parent-caregiver relationships: custodial, business and
professional, friend, and family relationships. These categories are defined
and discussed. It was found that the toddlers in the sample, most of whom
entered child care before 6 months of age, averaged fewer behavioral and
emotional problems than toddlers in the normative sample. Caregiver
support may be associated with child behavior and variations in child
behavior may be related to different types and sources of social support.
The relevance of the findings to the ecological model of
development-in-context is noted.

ED330477
Bollin, Gail G.; Whitehead, Linda C. 1991. Family Day Care
Quality and Parental Satisfaction. 14p.; Paper presented at the
Annual Conference of the American Educational Research
Association (Chicago, IL, April 3-7, 1991). DRS Price
MF01/PC01 Plus Postage.

Relationships between parental satisfaction and the quality of family day

care were explored from a gen,:tral systems perspective. Also considered
were the relationships between parental satisfaction with care and their
providers' job satisfaction, family structure, and training. The impact of

31
 shared childrearing values and beliefs on parental satisfaction with child
care and provider job satisfaction were investigated. The study sample
included 33 providers and 65 of their parent clients. No significant
relationships were found between parental satisfaction with care and
provider job satisfaction. However, parental satisfaction was positively
correlated with shared childrearing values, the quality of the setting, and
the training of the provider. Parental satisfaction was also higher when the
provider's own young children were not in the day care system.
Implications of the findings in regard to advice for parents and providers
are discussed.

ED329333
National Council of Jewish Women. 1988. Facts about Family
Day Care. NCJW Center for the Child Fact Sheet, Number 1.
New York: Author. 3p.; available from: National Council of
Jewish Women, Center for the Child, 53 West 23rd Street, New
York, NY 10010 (free). EDRS Price MF01 Plus Postage. PC
Not Available from EDRS.

Three myths concerning family day care are countered by facts. Myths
are: (1) family day care providers are just babysitters working for pin
money; (2) family day care is an undesirable and inferior substitute for
center-based care; (3) the only way to guarantee high quality family day
care is through strict regulation. In fact, family day care is a real and
demanding occupation, and providers' earnings are often an essential
portion of their families' income. Research has shown that family day care
I has unique qualities that make it the preferred arrangement of many
parents, especially for infants and toddlers. Regulation is necessary to
provide basic standards concerning the health and safety of children in
family day care, but it does not ensure high quality care. Six effective
strategies for promoting high quality family day care are cited.

ED329331
NEA Standing Committee on Instruction and Professional Develop-
ment. 1990. Early Childhood Education and the Public Schools.
Washington, DC: National Education Association, Div. of Instruc-
tion and Professional Development. 19p.; available from: National
Education Association, 1201 Sixteenth Street, N.W., Washington,
DC 20036 (free). EDRS Price MF01/PC01 Plus Postage.

t. L.) 32
In this publication, the policy positions of the National Education
Association (NEA) on early childhood education in the public schools are
delineated. The NEA's proposals for early childhood program standards
are also offered. Sections of the publication concern: (1) characteristics of
the early childhood arena; (2) principles and standards of early childhood
programs in the public schools; and (3) NEA action at the national, state,
and local levels. The NEA believes that public schools should be a
primary provider of high quality early childhood education programs
designed to serve students from 3 to 8 years of age.

ED327340
Division of Instruction. 1985. Early Learning Support Network.
Baltimore, MD: Maryland State Dept. of Education, Baltimore.
5p.; For related documents, see PS 019 381-382. EDRS Price
MFO 1 /PC01 Plus Postage.

This brief document profiles Maryland's Early Learning Support Net-

work. The Network includes a group of early childhood centers in public
schools in the state. The centers serve as training and observation sites for
persons interested in improving the quality of their early learning pro-
grams. Two types of centers are involved: observation centers that provide
opportunities for interested persons to observe high quality programs in
operation, and support centers that provide field experiences for persons
endeavoring to strengthen their knowledge and skill in areas related to the
implementation of early childhood programs. Both types of centers were
selected because they exemplify excellence, diversity, and effectiveness in
the provision of educational programs for young children. Sections of the
document provide: (1) an overview; (2) underlying premises; (3)
objectives; (4) a statement of procedures for becoming involved with
support centers, including the interested person's desire for and efforts at
improvement, the observation and practice of improvement strategies, and
the implementation and institutionalization of improvement strategies; and
(5) a brief statement of procedures for contacting observation centers.

ED327339
Maryland State Dept. of Education. 1989. Standards for
Implementing Quality Prekindergarten Education: Guide to
Certification. Baltimore, MD: Author. 66p.; EDRS Price
MF01/PC03 Plus Postage.

33 :-
This document is intended to provide Maryland's public schools with the
information needed to initiate and pursue Maryland State Department of
Education (MSDE) certification of their prekindergarten programs. After
a brief introduction in section I, section II addresses the certification
process in terms of definition, overview, and steps in pursuing
certification. A description is provided of each of the six steps involved in
the certification process, including the internal program review steps of
orientation, self-appraisal, and program improvement, and the external
program review steps of documentation, validation, and certification.
Section III differentiates MSDE certification and National Association for
the Education of Young Children (NAEYC) accreditation, while section
IV describes the role of MSDE in the certification and accreditation
process. The document also provides the prekindergarten standards in the
form of an assessment instrument, so that schools can weigh the quality of
their prekindergarten programs against MSDE's Standards for
Implementing Quality Prekindergarten Education. Five appendices provide
a statement of philosophy;, the self-appraisal instrument, a self- appraisal
summary sheet, a form for verifying a validation visit, and a table
correlating MSDE prekindergarten standards and NAEYC criteria.
Citations number 85.

ED327338
Maryland State Dept. of Education. [1989]. Standards for
Implementing Quality Prekindergarten Education. Baltimore,
MD: Author. 44p.; EDRS Price MF01/PCO2 Plus Postage.

These standards are provided to promote the achievement of excellence in

Maryland's public school prekindergarten programs. To that end, this
document delineates standards of quality and provides a list of indicators
that concretely describe what a program will look like if the standards are
being met. The standards and indicators address seven areas, all of which
have been shown to contribute to quality in programs for young children.
The areas are program administration, prekindergarten program operation,
home-school cooperation, staff development, continuity of learning,
program accountability, and comprehensive programming. Standards are
offered as a compendium of appropriate practices for working with young
children and their families, as a tool for self-study and appraisal, and as
a guide for developing new programs, assessing the strengths and
weaknesses of existing programs, and identifying and recognizing

34

40
programs that meet standards of quality. An appendix lists the minimum
contents of a well-supplied library, reading/writing, mathematics,
housekeeping, grocery store, blocks, sand table, water table,
games/puzzles, and art learning centers in the prekindergarten classroom.

ED327320
Schweinhart, Lawrence J. 1988. A School Administrator's Guide
to Early Childhood Programs. Ypsilanti, MI: High/Scope
Educational Research Foundation. 88p.; available from:
High/Scope Educational Research Foundation, 600 North River
Street, Ypsilanti, MI 48198-2898 ($12.00). EDRS Price MF01
Plus Postage. PC Not Available from EDRS.

This guide presents information elementary school administrators need to

Aevelop and maintain good early childhood education programs for 4- and
5-year-olds. It also presents the curriculum principles that are relevant to
both early childhood programs and the elementary grades. The guide will
help principals and administrators recognize good early childhood
education, explain the rationale for early education to parents and others,
provide appropriate administrative support and evaluation for early
childhood programs, and integrate new ideas about early childhood
education into their present views. Three key questions are considered: (1)
What constitutes a good early childhood program? (2) What is the
elementary school principal's role in relation to early childhood education
programs? (3) What are the critical choices in implementing a good early
childhood program? Sections focus on the rationale for good early
childhood education, the hallmarks of quality in early childhood education,
and the way early childhood education fits into a public school setting.
Appendices provide information on the High/Scope Perry Preschool Study,
a list of national information sources on early childhood programs, and a
list of related High/Scope publications and services. Fifty-two references
are included.

ED327292
Willer, Barbara, Ed. 1990. Reaching the Full Cost of Quality in
Early Childhood Programs. Washington, DC: National
Association for the Education of Young Children. 118p.; available
from: National Association for the Education of Young Children,
1834 Connecticut Avenue, N.W., Washington, DC 20009-5786

35
4 .k
 (NAEYC Publication #137, $6.00). EDRS Price MF01 Plus
Postage. PC Not Available from EDRS.

This book is designed to serve as a handbook for early childhood

professionals and others interested in improving the quality of early
childhood services available to young children and their families. It also
serves as a resource for information and tools that can be used to: (1)
build a compelling case for improving the quality of early childhood
services; and (2) bring additional resources into the early childhood
system. Chapter 1 presents an overview of the issues and introduces the
key concepts of the National Association for the Education of Young
Children (NAEYC) Full Cost of Quality campaign. Chapter 2 provides an
economic perspective that explains the lack of affordable, high quality
early childhood care and education. Chapter 3 outlines the costs of failure
to provide high quality care for children and its effects on the children,
their families, and their teachers and caregivers. Chapter 4 offers an
overview of NAEYC's criteria for high quality early childhood programs,
while chapter 5 presents NAEYC's position statement on guidelines for
compensation of early childhood professionals. Chapter 6, which is
tailored to programs in centers, schools, and family child care homes,
presents a framework and data for estimating the full cost of high quality
care, and Chapter 7 provides a guide for organizing a community coalition
focussed on strategies for reaching that full cost. A list of resource
organizations and materials, and worksheets and information about
NAEYC, are appended.

ED324143
Office of Educational Research and Improvement. 1990.
Rethinking Excellence in Early Care and Education. Executive
Summary. Washington, DC: U.S. Department of Education. 3p.;
For the full report reviewed here, see ED318550. Report No:
IS-90-986a. EDRS Price MF01/PC01 Plus Postage.

This brief document summarizes the content of a paper by Sharon L.

Kagan, entitled "Excellence in Early Childhood Education: Defining
Characteristics and Next-Decade Strategies," that analyzes the field of
early childhood education and defines excellence in terms of quality,
equality, and integrity. The critical component of quality is discussed in
terms of research findings and difficulties in maintaining high quality

36

c,
programs. The neglected component of equality involves several kinds of
inequality in communities and states. These include segregation by in-
come, race, and stringency of regulation. Such segregation results from the
absence of federal standards. The unconsidered component of integrity
involves the linking of disparate parts in a field that is characterized by
acrimony and competition among providers. Concluding material des-
cribes three strategies that offer hope that the field can develop from
well-intentioned, piecemeal programs to comprehensive services. These
strategies involve moving from a program approach to a systems ap-
proach, from a piecemeal vision to an integrated vision, and from
short-term strategies to long-term thinking that confirms commitment to
young children by matching rhetoric with financial support.

ED323032
Whitebook, Marcy; And Others. 1989. Who Cares? Child Care
Teachers and the Quality of Care in America. Executive
Summary, National Child Care Staffing Study. Berkeley, CA:
Child Care Employee Project. 25p.; For the final report, see
ED323031. available from: Child Care Employee Project, 6536
Telegraph Avenue, A201, Oakland, CA 94609 ($10.00). EDRS
Price MFO I Plus Postage. PC Not Available from EDRS.

This national study explored the effects of teachers and their working
conditions on the caliber of center-based child care in the United States.
Study goals were to: (1) compare center-based child care services in 1988
with those of 1977; (2) examine relations among child care staff
characteristics, adult work environments, and quality of child care; and (3)
investigate differences in child care quality, child care staff, and adult
work environments in centers that varied with respect to standards,
accreditation status, auspices, and families served. Participants were 227
centers in five metropolitan areas: Atlanta (Georgia), Boston
(Massachusetts), Detroit (Michigan), Phoenix (Arizona), and Seattle
(Washington). Classroom observations and interviews with center directors
and staff provided data on center characteristics, program quality, and staff
qualifications, commitment, and compensation. In addition, child
assessments were conducted in Atlanta in an effort to examine effects of
varying program and staff attributes on children. Results are reported and
recommendations offered. It is concluded that the study raises serious
concerns about the quality of services many American children receive.

37
 k

Findings also indicate how services can be improved if the necessary

resources are devoted to accomplishing this.

ED323031
Whitebook, Marcy; And Others. 1989. Who Cares? Child Care
Teachers and the Quality of Care in America. Final Report,
National Child Care Staffing Study. Berkeley, CA: Child Care
Employee Project. 191p.; For Executive Summary, see ED323030.
available from: Child Care Employee Project, 6536 Telegraph
Avenue, A201, Oakland, CA 94609 ($25.00). EDRS Price MF01
Plus Postage. PC Not Available from EDRS.

The National Child Care Staffing Study (NCCSS) was designed to explore
how child care teaching staff and their working conditions affect the
caliber of center-based child care. Four major policy questions were
addressed: (1) Who teaches in America's child care centers? (2) What do
they contribute to the quality of care provided? (3) Do centers that meet
or fail to meet nationally established quality guidelines, that operate under
different financial and legal auspices, and that serve families from different
socioeconomic backgrounds also differ in the quality of care offered to
children or the work environments offered to their staff? (4) How have
center-based child care services changed from 1977 to 1988? Participants
were 227 child care centers in 5 metropolitan areas: Atlanta (Georgia),
Boston (Massachusetts), Detroit (Michigan), Phoenix (Arizona), and
Seattle (Washington). Classroom observation and interviews with center
directors and staff provided data on center characteristics and program
quality, and on staff qualifications, commitment, and compensation. In
Atlanta, child assessments were also conducted to examine the effects on
children of such center and staff attributes as program quality and staff
training. Part I of this report describes the purpose, goals, and design of
the NCCSS. The six chapters of Part II concern child care teachers and the
quality of care in America. Part III describes variations across centers.
Part IV presents recommendations and a conclusion. Related materials,
including 55 references and a glossary, are appended.

ED323025
Maynard, Rebecca; And Others. 1990. Child Care Challenges for
Low-Income Families. The Minority Female Single Parent
Demonstration. Into the Working World Series. Lessons from

38
 Research. New York: Rockefeller Foundation. 43p.; EDRS Price
- MF01/PCO2 Plus Postage.

The three papers in this briefing document provide guidance for planners
and program designers responding to the child care challenges of the
1990s. Rebecca Maynard explores the child care market for low-income
parents, finding that although family day care is plentiful in low-income
areas, child care centers operate at or near capacity, and neither family
day care providers nor centers report much capacity to care for more
infants. Ellen Eliason Kisker identifies five indicators of child care quality
that appear to have a positive influence on child development: small group
size; appropriately trained caregivers; stable child-caregiver relationships;
educationally oriented curricula; and high staff-child ratios. Stuart
Kerachsky maintains that implementation of the child care assistance
provided under the Family Support Act (FSA) will require attention to the
continuity and consistency of child care coverage, the method of
subsidization, and the procedures for matching care with the needs of
parents and children. Kerachsky also asserts that it is important to begin
thinking about what will happen to low-income working parents and their
children at the end of the year of transitional child care that the FSA
provides.

ED322998
Fiene, Richard. National Child Care Regulatory,
1986.
Monitoring and Evaluation Systems Model. 18p. Harrisburg,
PA: Pennsylvania State Dept. of Education. EDRS Price -
MF01/PC01 Plus Postage.

The relation between compliance with child care regulations and the
quality of day care programs is discussed, and predictors of child care
compliance are identified. Substantial compliance (90-97 percent, but not
a full 100 percent compliance with state day care regulations) positively
affects children. Low compliance (below 85 percent compliance) places
children at increased risk. A Generic Checklist for Child Care offers
predictors of child care compliance that state agencies should emphasize
in their monitoring of child care programs. Items on the checklist concern:
(1) director qualifications; (2) health appraisal; (3) supervision of children;
(4) adult/child ratios; (5) sufficient space; (6) emergency contact
information; (7) a hazard-free environment; (8) inaccessibility of toxic

39
materials; (9) nonhazardous equipment; (10) nutrition; (11) medication;
(12) transportation of children in a safety carrier; and (13) the orientation
of activities provided for children. Concluding remarks emphasize that
inasmuch as day care regulations alone will not ensure high quality child
care services for children, state agencies should use the Generic Checklist
in combination with other evaluation tools to monitor child care programs.
Benefits of using the checklist are noted.

ED322997
Fiene, Richard. 1986. State Child Care Regulatory, Monitoring
and Evaluation Systems as a Means for Ensuring Quality Child
Development Programs. Harrisburg, PA: Pennsylvania State
Office of Children, Youth and Families. 16p.; EDRS Price
MF01/PC01 Plus Postage.

The development of a checklist for use in monitoring and evaluating the

quality of child care services, and the implications of use of the checklist
by day care providers, are discussed. Several research studies that used the
indicator checklist model have attempted to determine whether compliance
with state child care regulations has a positive impact on children and
whether predictors of program quality can be identified. Findings have
revealed that centers with low compliance scores have the lowest program
quality scores; centers in substantial compliance have the highest program
quality scores; and centers in full compliance have somewhat lower
program quality scores than centers in substantial compliance. Regulatory
and program quality items that correlated with program compliance and
quality, including items related to effective administration, implementation
of a child development curriculum, and parent participation, were
identified. These results could have an impact on public day care policy
related to day care regulation and monitoring. States can emphasize
substantial compliance with the predictor and indicator items of the
indicator checklist model. Two advantages of the model aye that its use
can: (1) reduce state costs for monitoring and licensing day care centers;
and (2) save centers time. A list of child development pre ram quality
indicators is provided in Figure 2.

ED321875
Kunesh, Linda G. 1990. Early Intervention for At-Risk Children
in the North Central Region: A Comparative Analysis of

40
 Selected State Education Agencies' Policies. Executive
Summary. Elmhurst, IL: North Central Regional Educational Lab.
19p.; available from: North Central Regional Educational
Laboratory, 295 Emroy Avenue, Elmhurst, IL 60126 (Order
Number ECE-902, $2.50). EDRS Price MF01/PC01 Plus
Postage.

An executive summary of a study of early intervention policies for young

children at risk of academic failure in state education agencies (SEAs) in
the North Central United States is provided. The SEAs selected for the
study were located in Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio,
and Wisconsin. Policies developed before January, 1989 were studied.
These included policies mandated by the seven SEAs or their state
legislatures, and related rules, guidelines, and requirements. The study
documented the processes by which the selected states developed their
policies and legislation. Sections of the summary concern: (1) factors that
support public investment in preschool programs; (2) development of the
states' policies and legislation; (3) a comparative analysis of the states'
early intervention policies, mandates, rules, guidelines, and requirements
regarding components of effective early childhood programs as set out by
the High/Scope Educational Research Foundation and the National
Association for the Education of Young Children; and (4) policy
implications for educational quality, delivery and coordination of services,
and accountability.

ED320703
Zoe, Lucinda R.; Kelly, Lynne S. 1988. Status of Child Care in
Kentucky: A Comparative Analysis of Regulations,
Expenditures, and Policies. Lexington, KY: Kentucky University
Center for Business and Economic Research. 115p.; available
from: Center for Business and Economic Research, University of
Kentucky, 301 Mathews Building, Lexington, KY 40506-0047
($8.00). EDRS Price MF01/PC05 Plus Postage.

Providing comparative data on child care policies and programs in the

State of Kentucky; this report presents an analysis of the issues, including
regulation, licensing, tax and fiscal policies, subsidy programs,
expenditures, availability, and quality. Data used in the study were the
most current data available from the United States Department of Labor,

41 47
the Kentucky Cabinet for Human Resources, and a thorough examination
of the literature on day care. Comparisons were based on data from the
adjacent states of Ohio, Tennessee, Virginia, North Carolina, and Indiana
as well as several states having model child care programs, such as
Massachusetts and Minnesota. Virginia and Massachusetts were included
partly because those commonwealths have governmental s aictures similar
to those of the Commonwealth of Kentucky. Two major areas of interest
emerged in the course of the study. One involves the shortage of child
care subsidies for poor women; the second involves the enhancement of
child day care availability for middle and lower income working families.
Chapter 1 includes background information and an overview of child care
as it has emerged as a social, economic, and business issue. Chapter 2
analyzes the specific issues related to child care and provides comparative
information from other states. Chapter 3 reviews policy and legislative
options and considerations. A bibliography provides 60 citations.

ED319523
Hayes, Cheryl D., Ed.; And Others. 1990. Who Cares for
America's Children? Child Care Policy for the 1990s. Panel on
Child Care Policy. Washington, DC: National Academy of
Sciences National Research Council. 362p.; available from:
National Academy Press, 2101 Constitution Avenue, N.W.,
Washington, DC 20418. EDRS Price MF01/PC15 Plus Postage.

A report by the Panel on Child Care Policy, an interdisciplinary panel

established in 1987 to review and assess knowledge about the costs,
effects, and feasibility of alternative child care policies and programs as
a basis for future decision making 13 presented in this document. An
executive summary and introductory first chapter are followed in Chapter
2 by a summary of trends in work, family structure and income, and child
care which points out the implications of these trends for the supply of and
demand for alternative child care. Chapter 3 traces the development of
child care research. Chapter 4 reviews knowledge about the quality of care
and children's developmental needs at various ages and stages of
development. Chapter 5 highlights knowledge concerning the best practices
for safeguarding children's health and safety, and for the design and
implementation of child care services. Chapter 6 examines the delivery
system for child care and early childhood education programs. Chapter 7
focuses on public policies and programs at federal and state levels.

42
Employer policies and benefit programs are also considered. Chapter 8
discusses tradeoffs between quality, availability, and affordability, and the
extent to which each of these qualities would be affected by proposed
policies. Chapter 9 outlines directions for future data collection and
research. Chapter 10 presents the Child Care Policy Panel's priorities for
future policy and program development. Appendices provide information
on state regulations for family day care and center care and professional
standards for early childhood programs. A total of 543 references are
cited.

ED319493
Southern Association on Children Under Six. 1990. Five Position
Statements of SACUS: (1) Employer Sponsored Child Care; (2)
Developmentally Appropriate Assessment; (3) Continuity of
Learning for Four-to-Seven-Year-old Children; (4) Quality
Child Care; (5) Multicultural Education. Little Rock, AR:
Southern Association on Children Under Six. 41p.; available from:
SACUS, P.O. Box 5403, Brady Station, Little Rock, AR 72215
(set of 5 papers, $1.00). EDRS Price - MF01 Plus Postage. PC
Not Available from EDRS.

Five position statements of the Southern Association on Children Under

Six are presented in this document. The statement on developmentally
appropriate assessment includes such topics as testing practices that harm
young children; limitations of standardized testing; misuses of test data;
and assessment criteria. The statement on continuity of learning addresses
the topics of children as learners; early childhood professionals and
paraprofessionals; educational and child cafe settings for young children;
and recommendations. The statement on quality of child care concerns
children's needs to: (1) feel safe and comfortable; (2) be involved in
meaningful activities; (3) be supported as full-time learners; (4) learn how
to live comfortably with others; (5) have their physical development
supported; (6) be given lessons on health, nutrition, and safety; (7) feel
that there is consistency in their lives; and (8) know that parents and
caregivers care about them. The statement on multicultural education
concerns ways in which an improved understanding of multicultural
education can be developed; ways in which teachers and parents can share
the responsibility of enhancing children's multicultural awareness; and
recommendations for keeping the learning environment consistently

43
multiethnic. The statement on employer- sponsored child care focuses on
the issues of who needs child care, why employers should care about child
care, what employers can do, and what the options for employer-supported
care are. Selected references are cited.

ED319485
Joint Economic Committee. The Economic and Social Benefits of
Early Childhood Education. Hearing before the Subcommittee on
Education and Health of the Joint Economic Committee, Congress
of the United States. One Hundred First Congress, First Session.
Joint Economic Committee, Washington, D.C. 1 May 1989 132p.
Report No.: Senate-Hrg-101-298. Available from: Superintendent
of Documents, Congressional Sales Office, U.S. Government
Printing Office, Washington, DC 20402 (Stock No.
552-070-07164-4, $3.75). EDRS Price MF01/PC06 Plus Postage.

Testimony on economic and social benefits of early childhood education,

and on legislation to amend the Head Start Act and provide funds to
increase the number of spaces in Head Start was offered at a hearing in
New York City. Testimony concerned: (1) the successes of Head Start, the
unmet needs of disadvantaged youth, and the need to expand the program;
(2) the need for research on new conditions confronting child service
programs; (3) the increasing magnitude of human crises in New York City
and ways to involve the corporate community in early childhood programs;
(4) New York's Experimental Prekindergarten Program; (5) revisions
recommended for Head Start; (6) preschool programs as a way to attract
workers to the region and keep them there; (7) successes of Head Start
participants; (8) Urie Bronfenbrenner's views on the crucial components
of early childhood programs and the need for linkages between programs,
families served, health and social services, the schools, and parents' work
places; (9) costs of early childhood education programs and effects of
program quality on children; (10) corporate support for early childhood
programs; and (11) written responses to follow-up questions posed by
committee members.

ED318580
Kagan, Sharon L. 1990. Excellence in Early Childhood
Education: Defining Characteristics and Next-Decade
Strategies. Policy Perspectives Series. Washington, DC: Office

44
 of Educational Research and Improvement. 36p. Report No:
IS-90-986. available from: Superintendent of Documents, U.S.
Government Printing Office, Washington, DC 20402 (Stock No.
065-000-00415-1, $1.75). EDRS Price M f01/ PCO2 Plus
Postage.

Considering that the field of American early childhood education and care
is at the brink of a major shift in how it views its mission, this paper
provides policy-makers with ways to help understand the emergent
situation, to define excellence in early education and care, and to plan a
stra!egy to improve provision of services. A glance toward the past
indicates dimensions of the changing climate in the field, focusing on the
history of fragmentation among programs with limited scope, antecedents
of the perceptual shift regarding the field, and, briefly, the need for broad
agreement on how to reorganize the delivery system. A first step toward
developing a preliminary consensus proposes three elements of a definition
of excellence in early education and care: (1) the production of high
quality programming that takes into account research findings on and
between behavioral and environmental variables; (2) the clarification of
equality in the context of early childhood programs; and (3) the
development of an integrated system to obtain efficiencies of operation and
economies of scale. A second step, from fragmented delivery systems
toward a system providing comprehensive, improved services, offers three
strategies for change. Strategies contrast thinking in terms of a program
model, particulars, and the short-term, with planning more systemically,
universally, and for the long haul. Fifty-seven references are cited.

ED317277
Demmert, William G., Jr. 1992. Rethinking and Restructuring
Alaska's Primary Schools: Kindergarten Through Fourth
Grade. Alaska State Office of the Commissioner, Juneau. 22p.;
EDRS Price MFOI/PC01 Plus Postage.

The primary aim of this paper is to advance an argument for restructuring

Alaska's primary school programs, a change that is considered to be
urgently needed. A second purpose is to explain the elements that are part
of a restructured primary school's learning program. A third purpose is to
indicate primary school restructuring models currently under development
in Alaska. Discussion focuses on elements of a strong early childhood

45 )5
program, including language development; home language as the initial
language of instruction; whole language; developmental appropriateness (in
the areas of curriculum, teaching strategies, social and emotional
development, parent/teacher relations, and student evaluation); culturally
appropriate developmental activities; community-based primary schools;
and smaller class size. Appendices provide the National Association for the
Education of Young Children's profiles of appropriate and inappropriate
education in the primary grades, and a chart of how parent/child
interaction affects student achievement.

ED317270
Fiene, Richard; Melnick, Steven A. 1990. Licensure and
Program Quality in Early Childhood and Child Care
Programs. 21p.; Paper presented at the Annual Convention of the
American Educational Research Association (Boston, MA, April
16-20, 1990). For an earlier version of this paper, see ED 308
978. EDRS Price MF01/PC01 Plus Postage.

This statewide study investigated the quality of day care in Pennsylvania.

Data were collected through observations and evaluations of 149 randomly
selected day care centers and family day care homes. Measures included
day care and family day care versions of the Child Development Program
Evaluation Licensing Scale (CDPE), the Early Childhood Environment
Rating Scale (ECERS), and the Family Day Care Home Rating Scale
(FDCRS). It was hypothesized that there would be: (1) a positive linear
relationship between CDPE licensing scores and ECERS scores; and (2)
no significant differences between nonprofit and profit centers, sponsored
family day care homes and independent homes, day care centers and
family day care homes, and day care centers and family day care homes
in urban, suburban, and rural areas. Results indicated a significant
difference between nonprofit and profit day care centers. Day care centers
scored significantly higher (ECERS) than family day care homes
(FDCRS). Program compliance scores as measured by the CDPE and pro-
gram quality as measured by the ECERS/FDCRS showed a strong/Curvi-
linear relationship. Rural programs scored significantly higher than urban
programs on program quality measures. Implications of the findings for
day care policy are discussed.

n
46
 ED317261
Policy Options Support of Children and Families.
in
Proceedings of the National Conference on Early Childhood
Issues (Washington, D.C., November 17-18, 1988). 1988.
Washington, DC: Department of Education. 63p.; EDRS Price -
MF01/PC03 Plus Postage.

The purpose of this national policy conference was to discuss key issues
and policy options in the care and education of young children, and to
identify policy recommendations. At the conference, 116 speakers shared
their expertise with each other and an additional 300 participants from 38
states. Speakers and participants represented a broad range of views on
trends and issues in early childhood education. Plenary sessions featured
debates about the role of government in supporting families, the extent of
need for child care, the upcoming legislative agenda, and the costs and
benefits of early childhood programs for disadvantaged children. Conferees
addren,sed issues such as continuity, comprehensiveness, quality variations
in child care and education, infant care, early childhood curricula, testing
of young children, staffing, the role of the public schools in providing
child care and early childhood education, and parental involvement in
early childhood programs. Policy options such as tax credits, parental
leave, regulation of child care, and welfare reform programs were also
considered. The text focuses on deliberations in the plenary and concurrent
sessions. Appendix A describes programs featured in showcase sessions,
and Appendix B includes a list of plenary and concurrent sessions.

ED316335
Spring, Michelle P. 1990. Just in Case...Parental Guidelines in
Case You Are Considering Daycare. Arlington, VA: National
Center for Missing and Exploited Children. 8p.; available from:
National Center for Missing and Exploited Children, Publications
Department, 2101 Wilson Boulevard, Suite 550, Arlington, VA
22201 (free). EDRS Price MFOI/PC01 Plus Postage.

Guidelines are offered for parents considering placing their children in day
care. Contents concern: (1) information on finding high-quality day care
providers; (2) safety tips for children in day care; (3) ways of detecting
sexual abuse and exploitation; and (4) what to do if a child discloses acts
of abuse and exploitation in the day care center.

47 L.: r-N

a
 ED316313
Ford Foundation. 1989. Early Childhood Services: A National
Challenge. A Program Paper of the Ford Foundation. New
York: Author. 45p.; available from: Ford Foundation, Office of
Communications, 320 East 43 Street, New York, NY 10017 (free
of charge). EDRS Price - MF01 Plus Postage. PC Not Available
from EDRS.

This program paper discusses the growing need for early childhood
services, describes public and private efforts to address the issue, and
outlines related plans of the Ford Foundation in 1989. After describing
changes in the work force and benefits of child care programs, contents
focus on: (1) programs parents now use; (2) present funding patterns; (3)
the quality of services; (4) the supply of services, regarding the schools,
private- public partnerships, family support services, and resource and
referral agencies; (5) past support of the Ford Foundation; and (6)
proposed Ford Foundation funding. The foundation's funding plan consists
of three main components, which will be implemented over a 3- to 5-year
period. The first entails support for research, policy analysis, and
information dissemination to assist policy and program development at the
national, state, and local levels. The second funds the design,
implementation, and evaluation of demonstration projects aimed at
increasing the supply of family day care for infants and toddlers. The third
involves support for the development, implementation, and evaluation of
training to enhance the quality of all types of programs. Each component
is discussed. A total of 35 references are cited, and 41 Ford Foundation
grants for early childhood programs from 1983 through 1988 are listed,
by grantee, title (including duration and starting date), and amount.

ED315187
Smart Start: The Community Collaborative for Early
Childhood Development Report Together with Minority Views
(To Accompany S. 123). Senate, 101st Congress, 1st
Session.Kennedy, Edward M. 21 Jun 1988. Washington, DC:
Congress of the U.S., Senate Committee on Labor and Human
Resources. 63p. Report No.: Senate-R-101-58. EDRS Price
MF01/PC03 Plus Postage.

48
The majority report and minority views of the Senate Committee on Labor
and Human Resources concerning S. 123, Smart Start: The Community
Collaborative for Early Childhood Development Act of 1989 are provided.
The act would establish a new source of funding for upgrading,
expanding, and creating high quality early childhood development (ECD)
programs for children the year before they enter kindergarten. Smart Start
is designed to build on what states are already doing in early childhood
education (ECE) and to give states an incentive to keep programs running
as the federal share of funds declines. Sections concern: (1) the act's
purpose and a summary of the act; (2) legislative history; (3) background
and need for legislation; (4) committee views; (5) the vote in committee;
(6) cost estimate; (7) regulatory impact statement; (8) section-by-section
analysis; (9) changes in existing law; and (10) minority views. The
extensive background and rationale in Section III cover research on the
effect of ECE programs, recommendations of education reform reports and
policy statements of major education organizations regarding ECE, current
federal ECE programs, recent state initiatives in ECE, and the legislative
response. Minimum standards for participation in the federal program are
specified.

ED315165
Nunnelley, Jeanette C.; Greyer, Elizabeth A. 1989. Child Day
Care in Kentucky: A Survey of All Licensed Facilities.
Louisville, KY: Louisville and Jefferson County Community
Coordinated Child Care. 46p.; EDRS Price MF01/PCO2 Plus
Postage.

Community Coordinated Child Care of Louisville and Jefferson County,

in cooperation with the Kentucky Cabinet for Human Resources and the
University of Kentucky, conducted a survey of all licensed child day care
facilities in the Commonwealth of Kentucky. The study was intended to
provide information for use in planning for child day care needs. Of 1,257
questionnaires mailed to facilities, 442 were returned. Questionnaires were
returned by facilities in about 76 percent of the 119 Kentucky counties
with licensed facilities. Survey data were examined with regard to
availability, affordability, and quality of programs. Findings indicated that
state and local policymakers must: (1) seek ways to eliminate the critical
shortage of family day care homes in Kentucky; (2) increase the number
of available slots for infant and toddler care, alternate care for parents with

49
5
-
 ED315160
Michigan State Board of Education. 1987. The Standards of
Quality and Curriculum Guidelines for Preschool Programs for
Four Year Olds. (Revised Edition). Lansing, MI: Author. 83p.;
EDRS Price MFO1 /PC04 Plus Postage.

This document provides guidelines for administrators, practitioners, and

parents to use in developing high quality preschool education programs for
4-year-olds. Ideas presented in the document are based on principles set
forth and confirmed by research on individual needs of young children,
child development, and the conditions under which children learn best.
Contents provide standards for nine areas of program operation: (1)
philosophy, (2) population and access; (3) curriculum; (4) learning
environment and equipment; (5) advisory council and community
involvement; (6) parent and family involvement; (7) funding; (8)
administrative and supervisory personnel; and (9) instructional staff
personnel. Standards and criteria of each area of program operation are
described. Standards are offered as measures for qualitative and
quantitative assessment of preschool programs and are recommended as
guidelines for curriculum development. Each criterion is elaborated in
terms of quality indicators which can be used to determine the extent to
which standards are met. Definitions and a brief statement of the early
childhood education philosophy of the Michigan State Board of Education
are provided. Over 60 research-based references that support the contents
of the guide are cited.

ED315159
Michigan State Board of Education. [1988]. Curriculum Resource
Book for Preschool Programs for Four Year Olds. Lansing, MI:
Author. 74p. 534. EDRS Price - MFOI/PC03 Plus Postage.

This curriculum resource book provides a collection of practical ideas that

preschool educators can use to provide developmentally appropriate
learning experiences for children attending a high quality preschool center.
The ideas are designed to concur with the format of standards C-L set
forth in the related document: "Standards of Quality and Curriculum
Guidelines for Preschool Programs for Four Year Olds." The standards
addressed by the resource book concern children's comfort and security,
children's use of play to attain understanding, a developmental curriculum,

t_-,
50
1_4 il
curriculum, acquisition of concepts through manipulation of objects, use
of various methods and techniques to present concepts, activities that
challenge and lead to success, developmental sequencing of activities,
individualized instruction, incorporation of children's interests into the
program, and enhancement of children's critical thinking. Suggested
activities are supplemented by examples. Attachments to standards D and
F concern play and play schedules, equipment, floor plans, and play
spaces. Nearly 90 references to literature on early childhood education and
reading are cited.

ED315143
Senate Committee on Labor and Human Resources. 24 Jan 1989.
Act for Better Child Care Services of 1989. Hearing on S.5, To
Provide for a Federal Program for the Improvement of Child
Care, and for Other Purposes, before the Subcommittee on
Children, Family, Drugs and Alcoholism of the Committee on
Labor and Human Resources. United States Senate, One
Hundred First Congress, First Session. Washington, DC: Congress
of the U.S. 179p.; For parallel House hearing, see PS 017 773.
Report No: Senate-Hrg-101-135. available from: Superintendent of
Documents, Congressional Sales Office, U.S. Government Printing
Office, Washington, DC 20402 (Stock No. 552-070-06585-7,
$5.50; limited copies available). EDRS Price MF01/PC08 Plus
Postage.

A hearing was held to consider the Act for Better Child Care Services of
1989, also known as the ABC Bill. Testimony was received from parents,
project directors, program Managers, academics, research directors,
corporate officers, the Governors of Vermont and Maryland, the
Lieutenant Governor of Wisconsin, and the U.S. Senators of Maryland.
Content concerned the roles of business and state and federal governments
in day care, support of and need for the ABC Bill, state initiatives,
funding options, major policy obstacles that prevent consensus on child
care legislation, Senator Wilson's Kids in Daycare Services Act (KIDS),
child abuse and neglect by licensed child caregivers, costs of high quality
programs, caregivers' views on the needs of family day care providers, the
impact of high quality care on children's development, corporate
experience in facilitating high quality care, the U.S. Army's standards for

51 "
day care services, liability insurance protection, the relationship of
licensure to the incidence of child abuse in day care settings, and parental
preference for various types of services. Included in the hearing report is
a summary of major provisions of the Wilson KIDS bill.

ED314185
Fiene, Richard; Melnick, Steven A. 1989. Program Quality and
Licensure in Day Care Centers and Family Day Care Homes.
37p.; EDRS Price MF01/PCO2 Plus Postage.

Conducted state-wide in Pennsylvania, this study expands on several

research studies of the quality of day care reported by Phillips (1987).
Observations and evaluations were made of 149 randomly selected day
care centers and family day care homes. The day care and family day care
versions of the Child Development Program Evaluation Licensing Scale
(CDPE), the Early Childhood Environmental Rating Scale (ECERS), and
the Family Day Care Home Rating Scale (FDCRS) were used. Findings
indicated a significant difference between not-for-profit and for-profit day
care centers. Day care centers scored significantly higher than family day
care homes. Program compliance scores, as measured by the CDPE, and
program quality, as measured by the ECERS and FDCRS, showed a
strong curvilinear relationship. Rural programs scored significantly higher
than urban programs on program quality measures. Although not-for-profit
day care programs appeared to be of higher quality than for-profit
programs, investigation is needed to determine why this difference in
quality does not extend to agency-sponsored homes. Another issue needing
further investigation is the drop-off in quality that occurs when centers go
from substantial to full compliance with state day care regulations. Over
30 references are cited.

ED314170
Sword, Jeane, Ed. 1986. Quality Programs for Children and
Families: Multiple Perspectives. (6th, Duluth, Minnesota,
October 3-4, 1986). Duluth, MN: Minnesota Univ., Duluth. Dept.
of Child and Family Development. 58p. EDRS Price -
MF01/PC03 Plus Postage.

Presented are the keynote address and sectional presentations made at a

conference on early childhood education. Speakers offered various

r.; 52
perspectives on high quality programs for children and families. The
keynote address, given by Bettye Caldwell, concerned marketing quality
programs for children, exploring internal and external deterrents,
communicating with targeted market segments, formulating messages, and
completing a plan of action. Sectional presentations concerned the role of
the interactive videodisc in early childhood teacher education, the process
of enhancing creativity in early childhood, the reciprocal link in work
family systems, the process of informing parents about early writing, the
challenge of working with fathers, practical principles and skills related to
building self-esteem in children, development of preschool music
programs, and parental singing during pregnancy and infancy as a way of
developing positive bonding and the human intelligences. An index of
presenters and their addresses is included.

ED313166
Monroe, Marian. 1989. Evaluation of Purchased Day Care:
Texas Department of Human Services Day Care Service
Control Pilot Study, 1985 through 1989. Austin, TX: Texas
State Dept. of Human Services, Austin. 446p.; EDRS Price
MF01/PC18 Plus Postage.

This pilot study of facilities from which the Texas Department of Human
Services (TDHS) purchased day care services gathered and analyzed data
for use in developing day care service control standards by means of
which the quality of purchased day care services could be systematically
assessed. Random samples were selected from contract centers, broker
centers, provider agreement centers, group day homes, provider agreement
family day homes, contract family day homes, and broker family day
homes. Although the TDHS had purchase arrangements with 1,220
facilities, actual samples included 507 centers, 6 group day homes, and
199 family day homes. Data included about 220 discrete items for family
day homes and 500 discrete items for centers and group day homes.
Questions asked were: (1) What are the operational characteristics of the
facility? (2) How do facilities perform on generally accepted indicators of
quality that have been written into service control standards? (3) By
specified ages of children, how do centers and group day homes perform
on measures of group size, daily activities, and physical environment? and
(4) How does performance on measures of quality relate to the facility
type, size, and purchase type? The report provides an introduction,

53
background, review of literature, discussion of methodology, findings,
summary, discussion, and implications. Over 200 tables of data, measures,
and other information are appended. About 100 references are cited.

ED313164
Nebraska State Dept. of Education. 1989. Indicators of Quality:
Guiding the Development and Improvement of Early Childhood
Education Programs in Nebraska. Lincoln, NB: Author. 31p.
EDRS Price MF01/PCO2 Plus Postage.

These guidelines, which represent a standard of quality exceeding

minimum licensing, approval, and accreditation requirements, were
prepared for use by most types of public and private early childhood
programs. Child ca.e centers, early childhood special education programs,
preschools, nursery schools, Head Start programs, kindergartens, and
primary units will find them helpful. Guidelines have been grouped into
seven major categories: Administration, Staffing, the Learning
Environment, Health and Safety, Parent Involvement and Education, Use
of Community Resources, and Evaluation of Program and Staff. In each
category, a statement of ideals and a rationale are followed by indicators
that identify characteristics of quality programs. Also provided is a
checklist that administrators, teachers, parents, and others can use to
determine the extent to which their program meets the guidelines. It is
emphasized that the guidelines are not requirements; they only describe a
model of program quality.

ED31415
Betsalel-Presser, Raquel; And Others. 1989. Child Care Quality
and Children's Transition to Kindergarten. Research Bulletins,
1989-90, Vol. VIII, No. 009. Montreal, Quebec: Concordia Univ.
Centre for Research in Human Development. 25p.; EDRS Price
MF01/PC01 Plus Postage.

This report investigates the relationship between child care quality and
children's transition into kindergarten. It focuses on four issues: (1) the
definition and measurement of child care quality in group settings; (2) the
relationship between child care quality and child development; (3) the
relationship between child care quality and transition to school; and (4)
teachers' perceptions of the day care child's transition to kindergarten.

54
Transition from day care to kindergarten depends on the continuity among
the environments that preschoolers are exposed to during childhood.
High-quality day care experience may facilitate transition, while
low-quality day care experience may prepare the child to anticipate a
similar experience in kindergarten and thus give the child a negative
attitude towards school learning. Includes a list of 38 references.

ED309867
Child Development Division. 1988. Center-Based Preschool-Age
Program Quality Review Instrument. Sacramento, CA:
California State Dept. of Education. 26p.; Report No:
ISBN-0-8011-0763-6. available from: Bureau of Publications Sales,
California State Department of Education, P.O. Box 271,
Sacramento, CA 95802-0271 ($2.00; California residents must add
sales tax). EDRS Price MF01 Plus Postage. PC Not Available
from EDRS.

This revised Program Quality Review Instrument focuses on the evaluation

of seven functional components of center-based, preschool-age child
development programs in California. The components are: (1) philosophy,
goals, and objectives; (2) administration; (3) assessment of child and
family; (4) developmental programming; (5) parent education and
involvement; (6) community resources and involvement; and (7)
evaluation. The component on developmental programming has six areas
for evaluation. Indicators and items for use in assessing program quality
are specified within components. The instrument identifies the Child
Development Division's expectations for program implementation. The
instrument is intended for use not only in reviewing program quality, but
also in self-review, as a teaching tool, and as a basis for planning program
improvement. Verification of program quality is made through
documentation, observation, and interviews. Programs are rated excellent,
good, adequate, or inadequate; inadequate programs are required to submit
a program improvement plan within 30 days of program review.

ED309866
Child Development Division. 1988. Family Child Care Program
Quality Review Instrument. Sacramento, CA: California State
Dept. of Education. 18p.; Report No: ISBN-0-8011-0764-4.
available from: Bureau of Publications Sales, California State

55
 Department of Education, P.O. Box 271, Sacramento, CA
95802-0271 ($2.00; California residents must add sales tax). EDRS
Price MFOI Plus Postage. PC Not Available from EDRS.

This program quality review instrument was designed for use in

determining the quality of California's family day care progXams in terms
of seven functional components. These components included: (1)
philosophy, goals, and objectives; (2) administration; (3) identification of
the child's and family's needs; (4) home environment; (5) parent education
and involvement; (6) community resources and involvement; and (7)
program evaluation. The instrument specified for each functional
component indicators and items which reviewers could check depending
on whether the requirements of the functional component had been met.
Verification of the presence and effectiveness of an indicator or item was
made through documentation, observation, interview, or a combination of
these methods. The instrument used was also designed to be used in
self-review, as a teaching tool, and as the basis of planning for program
improvement. Programs were rated excellent, good, adequate, or
inadequate; if rated inadequate, programs must submit an improvement
plan within 30 days of the review.

ED309865
Child Development Division. 1988. Infant and Toddler Program
Quality Review Instrument. Sacramento, CA: California State
Dept. of Education. 31p.; Report No: ISBN-0-8011-0767-9.
available from: Bureau of Publications Sales, California State
Department of Education, P.O. Box 271, Sacramento, CA
95802-0271 ($2.00; California residents must add sales tax). EDRS
Price MF01 Plus Postage. PC Not Available from EDRS.

This program quality review instrument for California's infant and toddler
programs focuses on seven functional program components. Components
include: (1) philosophy, goals, and objectives; (2) administration; (3)
maintenance of a developmental profile on each infant and toddler; (4)
provision of a developmental program; (5) parent education and
involvement; (6) community resources and involvement; and (7) program
evaluation. In assessing the developmental program, the review instrument
focuses on the nature of the learning environment; the caregiver's
influence on the environment; health, nutrition, language and

56
communication; and emotional, social, physical, cognitive, and creative
development. Programs are assessed using indicators and items specified
within the functional components, and are rated excellent, good, adequate,
or inadequate. If inadequate, programs are required to submit a program
improvement plan within 30 days of the program quality review.

ED308978
Fiene, Richard; Melnick, Steven A. 1989. Licensure and
Program Quality in Child Care and Early Childhood
Programs. 16p. Harrisburg, PA: Pennsylvania State Dept. of
Public Welfare. EDRS Price MF01/PC01 Plus Postage.

This study investigated the quality of day care in Pennsylvania.

Observations and evaluations were made of 149 day care centers and
family day care homes. Measures used included the Child Development
Program Evaluation Licensing Scale--day care and family day care
versions (CDPE), the Early Childhood Environment Rating Scale
(ECERS), and the Family Day Care Home Rating Scale (FDCRS). It was
hypothesized that there would be: (1) no significant differences between
nonprofit and profit centers; (2) no significant differences between agency-
sponsored family day care homes and independent homes; (3) no
significant differences between day care centers and family day care
homes; (4) a positive relationship between CDPE licensing scores and
ECERS scores; and (5) no significant differences between rural and urban
day care centers and family day care homes. Findings confirmed
hypothesis 2, but not hypotheses 1, 3, 4, and 5.

ED308973
Thomason, Nita. 1989. A Study of Child Care in Richardson,
Texas. 16p.; EDRS Price MF01/PC01 Plus Postage.

The League of Women Voters of Richardson, Texas, studied child care in

their community. The focus of the 3-year study was three-fold:
availability, quality, and affordability. The study was conducted in two
phases. In the first phase, all licensed child care centers and preschools in
the city were visited by trained teams of observers who completed a
checklist on each center and asked center directors to complete a survey
instrument requesting specific information about their centers. In the
second phase, users of child care services were surveyed by telephone

57
concerning their perceptions of child care in Richardson. Findings revealed
a disparity between the child care centers and the preschools in the areas
of worker training and curriculum. The absence of programs for
low-income families underlined a great disparity in access to programs
serving children who lived near or below the poverty level.

ED308020
Whitebook, Marcy, Comp.; And Others. [1989]. Working for
Quality Child Care: An Early Childhood Education Text from
the Child Care Employee Project. Berkeley, CA: Child Care
Employee Project. 228p.; available from: The Child Care
Employee Project, P.O. Box 5603, Berkeley, CA 94705 ($10.00).
EDRS Price MF01 Plus Postage. PC Not Available from EDRS.

This early childhood education text was designed to help students and child
care staff become effective advocates for the improvement of quality,
salaries, and working conditions in child care programs. Unit I provides
literature on the issues affecting the child care field and focuses cn
strategies to improve salaries and working conditions. Articles on the
teacher shortage, the impact of high staff turnover on children, and
employer-supported child care contribute to a picture of current child care.
Unit II covers: (1) state and federal labor laws; (2) substitutes and in-home
caregivers; (3) strategies for improving relationships among staff and
between parents and staff; (4) the special stresses of various kinds of child
care; (5) the health and safety concerns of child care staff; and (6) unions.
Unit III provides information on salary schedules, health coverage, and
pension plans. Also considered are various center policies, such as those
regarding personnel, substitute and volunteer procedures, and evaluation,
and ways to implement these policies. An instructor's guide outlines
learning objectives and offers suggestions for class discussion and activities
for each part of each unit. Organizational and information resources are
listed.

ED307966
Senate Committee on Labor and Human Resources. 1 Aug 1988.
Act for Better Child Care Services of 1988. Report from the
Committee on Labor and Human Resources Together with
Additional Views (To Accompany S. 1885). 100th Congress, 2nd
Session. Washington, DC: Congress of the U.S. 100p.; Calendar

58
 No. 906. Report No: Senate-R- 100-484. EDRS Price
MF01/PC04 Plus Postage.

The Act for Better Child Care Services of 1988, additional views of
members of the United States Senate, and related materials are reported.
The purpose of the Act is to increase the availability, affordability, and
quality of child care throughout the nation. The legislation provides direct
financial assistance to low-income and working families to help them find
and afford quality child care services for their children. The act also
contains provisions designed to enhance the quality and increase the supply
of child care available to all parents, including those who receive no direct
financial assistance under the act. The report also provides background
information, rationale, and history of the legislation; a list of hearings on
the bill; votes in committee; a cost estimate; and a regulatory impact
statement. It is the view of the Committee on Labor and Human Resources
that the Federal Government's most crucial role is to strengthen the child
care infrastructure in the United States to improve the quality of services
and make them more available and more affordable than they are at
present.

ED305179
Granger, Robert C.; Marx, Elisabeth. 1988. Who Is Teaching?
Early Childhood Teachers in New York City's Publicly Funded
Programs. New York: Bank Street Coll. of Education. 104p.
EDRS Price MF01/PC05 Plus Postage.

New York City's publicly funded day care and Head Start systems are
hindered by an inability to recruit and retain qualified teachers. Data
supporting this conclusion came from a randomly drawn sample of 559
teachers working with 3- to 5-year-olds in New York City's early
childhood programs. Teachers were surveyed by mail, and a subset of
respondents was interviewed by telephone. Data collection was designed
to permit a comparison among teachers in the public schools, publicly
funded day care, and Head Start on demographic characteristics. Major
findings indicated that: (1) as many as 42 percent of the teacher positions
in publicly funded day care, and 33 percent of teacher positions in Head
Start, are either vacant or turn over each year; (2) only 50 percent of
teachers in publicly funded day care and Head Start meet the desired
standard of full certification; (3) when teachers rate aspects of their jobs,

59
they are least satisfied with salary and professional prestige; (4) Head Start
teachers are particularly dissatisfied with fringe benefits; (5) teachers rate
improvements in status and compensation as the strategies most likely to
improve the recruitment and retention of qualified staff; and (6) teachers
rate themselves as more likely to shift to another classroom than to leave
the profession. Policy recommendations are offered. Nearly 50 references
are cited, and related materials are appended, including comparative tables
on wages/benefits and credentials, as well as one version of the survey
instrument.

ED305153
Council of Chief State School Officers 1988. Early Childhood &
Family Education: Foundations for Success. Washington, DC,
Author. lip.; EDRS Price MF01 Plus Postage. PC Not
Available from EDRS.

This policy statement focuses on educators' responsibility to provide

programs that meet the needs of young children and their families. The
statement is a call to action, urging the development of direct, creative,
and expanded assistance that would not only help individual families, but
would also be sound national policy. Listed are principles underlying
recommended strategies. Strategies described include: (1) providing high-
quality early childhood services to all children, with a concentration of
public resources on programs for children at risk; (2) strengthening
capacities of families; (3) assuring standards of quality for early childhood
programs; and (4) collaborating to provide comprehensive services to
young children and families. Concluding remarks assert that chief state
school officers are ready to join with families, colleagues, policymakers,
and the public to implement these strategies.

ED304238
Castro, Terry; And Others. 1988. Child Care: Today's Challenge
for Tomorrow. A Comprehensive Plan for the Growth and
Development of Child Care in the State of New Jersey. Trenton,
NJ: New Jersey State Child Care Advisory Council. 179p.; EDRS
Price MF01/PC08 Plus Postage.

New Jersey's first comprehensive plan for the development of child care
services is presented in this report. Section I offers an overview of

60
contemporary issues that are central to the provision of child care services.
Issues include the status of child care in New Jersey and the concerns
raised by parents, advocates, and providers in child care hearings and
conferences, which began in 1984 and will continue to 2000. Contents
focus on availability, affordability, and accessibility of services; quality of
care; regulation and subsidization of the system; the profession of child
care; parental role and responsibilities; and ways to meet the unique needs
of families. Section II explains the seven findings and 43 recommendations
which evolved from analysis of the material. Explicit strategies for
implementation are outlined whenever possible. Discussion follows the
sequence of issues presented in the first section. A child care plan fiscal
summary for fiscal year 1989 is included. Section III offers conclusions.
A total of 36 references are cited.

ED303263
Armga, Carol Joan. 1987. Demographic and Professional
Dimensions of Chiid Care Providers. 124p.; Master's Thesis,
Utah State University. Some pages in appendices contain small
print. EDRS Price MF01/PC05 Plus Postage.

Questionnaires completed by 226 child care providers in licensed child

care centers in Salt Lake City, Utah; Eugene, Oregon; and Boise, Idaho
were used to develop a demographic profile of current child care providers
in the three states. The instrument assessed dimensions of professionalism
in the day-to-day activities of child caregivers. Findings indicated that a
demographic profile created by a cross-sectional sample of child care
providers differed markedly from a profile created by a sample based on
professional affiliation. Statistical analyses indicated that level of education
significantly affected caregivers' sense of the extent of their knowledge
about aspects of their work. Data further indicated that the interaction of
education and length of employment as a caregiver significantly affected
orientation to community. Only one-third of the workers had a degree at
the baccalaureate or a higher level. Most did not belong to a professional
organization. Less than half read professional journals. Discussion of
findings focusses on the professional status of child care
Recommendations for enhancing the professional status of the field are
offered. Over 50 references are cited. Related materials, such as the
questionnaire, data collection protocol, and other data collection forms, are
provided in 13 appendices.

61 67
 ED303255
Jorde-Bloom, Paula. 1988. The Training and Qualifications of
Child Care Center Directors. 28p.; Paper presented at the
National Conference on Early Childhood Issues: Policy Options in
Support of Children and Families (Washington, DC, November
17-18, 1988). EDRS Price - MF01/PCO2 Plus Postage.

This paper provides an overview of many issues related to the training and
qualifications of early childhood center directors. The overview first
covers competencies needed for effective center administration in the areas
of: (1) organization and leadership; (2) child development and early
childhood programming; (3) fiscal and legal issues; and (4) board, parent,
and community relations. Subsequent discussion summarizes state
regulations that govern minimum qualifications, and presents a profile of
predominant characteristics of early childhood center directors. Also
considered are the link between qualifications or directors and indices of
program quality, and policy implications of increasing minimum
qualifications. In addition, the paper provides a rationale for increasing the
requisite skill and knowledge base of center directors, and details the
economic and social ramifications of implementing such policies. It is
concluded that the manner in which states respond will not only affect the
quality of program services provided in the future, but also the ability of
the field to attract and retain competent and dedicated professionals.

ED303242
Currie, Charlotte E. 1988. Current Trends in Public School
Kindergarten: Full Days and Four-Year-Olds. Research Report.
17p.; EDRS Price MF01/PC01 Plus Postage.

Examined are proposals for full-day kindergarten (FDK) and arguments

for kindergarten entrance at 4 years of age. Discussion explores possible
advantages and disadvantages of FDK and reports on expert opinion
regarding full-day programs. Arguments for and cautions against the
enrollment of 4-year-olds in public schools are reviewed. Concluding
remarks contrast quantity and quality in kindergarten programs. It is
asserted that regardless of whether kindergarten children begin school at
4 or 5 years of age, or whether the time allotted to the kindergarten day

62
consists of full or half days, in the long run, the quality of the program
must be the primary concern.

ED303241
Wardle, Francis. [1988]. Ideas for Infant and Toddler
Environments. 13p.; EDRS Price MF01/PC01 Plus Postage.

Characteristics of a good institutional child care environment are briefly

described. Discussion contrasts institutional and home environments.
Topics addressed include safety, cleanliness, order, size and age
appropriateness of equipment, gnd softness of surfaces. Also included are
suggestions for using color schemes that create a sense of unity,
uniformity, and calmness, and for facilitating communication with parents,
children, and staff. Concluding remarks center on reducing classroom
clutter and providing adequate storage. The discussion emphasizes the
importance of the use of objective evaluation to obtain a clear idea of the
environment's condition.

ED301315
Mainini, Charles S.; Lindauer, Shelley L. Knudsen. 1988. A
Handbook for Prospective Child Care Providers on How To
Establish a Center and Maintain High Standards of Quality.
Logan, UT: Utah State University, Dept. of Family and Human
Development. 107p.; EDRS Price MF01/PC05 Plus Postage.

This handbook serves as a guide for novice day care administrators and
owners who want to establish a center, and for experienced providers who
want to improve the quality of their programs. Information in the
handbook was obtained through a survey of accredited centers. The three
sections of the guide focus on child care in the 1980s, establishment of a
child care center, and quality in the child care setting. Five chapters in
section one provide an introduction, followed by discussions of effects of
substitute child care, components of a high quality center, the project to
obtain information from 24 centers in western states that were accredited
by the National Academy of Early Childhood Programs, and the project
methodology. Three chapters in section two focus on preliminary
decisions, educational philosophy, and staffing concerns. The single
chapter in section three deals with improving the quality of programming.
A total of 14 pages of references and bibliographic citations are provided,

63
along with appended related materials, including the questionnaire that was
used to gather information for the project. r

ED300115
Honig, Alice Sterling. 1988. Quality Infant/Toddler Caregiving.
6p.; Paper presented at the National Conference of the Australian
Early Childhood Association (Canberra, Australia, September
1988). EDRS Price MF01/PC01 Plus Postage.

Caregiver-infant interactions in the first years of a child's lire provide

models and shape patterns of responding that can have consequences
throughout the life-span. Research and practice have produced knowledge
about the sensitivity of outcomes to characteristics of the infant nurturing
situation. Infant caregivers should accept babies' need for sensuous
stimulation and intimate relationships. The curriculum for infant caregiving
should be embedded in the innumerable daily acts of caring that allow
infants' bodies to settle into easy rhythms. Sensorimotor skill building,
and, later, preoperational skill building should be done in a sensitive
manner so that infants and toddlers are lured, not pushed, into learnings.
Language richness should permeate a baby's day. The infant or toddler's
environment must provide safe places for the infants to run, crawl, and
gallop about. Discipline in infant caregiving requires that conditions be
arranged so that babies are kept as comfortable as possible. Discipline for
toddlers may involve arranging the environment so that no-nos are
infrequent. To provide an optimal developmental situation for each child,
caregivers should hone their "noticing skills" to detect the ways in which
each early learner markedly differs from others.

ED296809
Willer, Barbara. 1987. Quality or Affordability: Trade-Offs for
Early Childhood Programs? ERIC Digest. Urbana, IL: ERIC
Clearinghouse on Elementary and Early Childhood Education. 3p.;
EDRS Price MF01/PC01 Plus Postage.

The demand for child care services in the United States continues to grow,
stretching the levels of program quality to the limit. In fact, the country
is facing a crisis in child care. Affordable child care continues to be a
major issue for many families. Solutions to the current crisis in child care
must, in addition to insuring affordability, assure (1) the quality of

64
programs; (2) adequate compensation for teachers; and (3) availability to
all families. Many families are unable to afford the cost of child care;
subsidies to these families would allow them access to quality programs.
To fight the problem of high turnover rate among child care workers,
substantial increases in wages and benefits are necessary. Licensing of
early childhood programs is another important issue, and parents need to
work with states to monitor program quality without hindering availability.
An integrated approach to dealing with the day care crisis is essential;
there can be no trade-offs between quality and affordability.

ED295730
House Committee on Government Operations. 11 Sep 1987.
Meeting the Need for Child Care: Problems and Progress.
Hearing before a Subcommittee of the Committee on Government
Operations. House of Representatives, One Hundredth Congress,
First Session. Washington, DC: Congress of the U. S. 277p.;
available from: Superintendent of Documents, Congressional Sales
Office, U.S. Government Printing Office, Washington, DC 20402
(Stock No. 552-070-036-74-1, $8.50). EDRS Price MF01/PC12
Plus Postage.

A hearing was held to identify problems and assess progress in the

provision of affordable, high quality child care. Testimony concerned: (1)
problems working parents have had in providing care for their young
children; (2) day care initiatives and needs in California; (3) ways in
which San Mateo County used its housing and community development
funds; (4) social programs developed in San Mateo County which
addressed major human service problems and provided child care for
latchkey children; (5) private and public sector initiatives in providing day
care services and recommendations for future efforts; (6) the San Mateo
Central Labor Council child care policies; (7) the impact of inadequately
funded day care and child development programs on the public schools;
(8) the year-long quest for a center site by Apple Computer, Inc.; (9)
ways of fostering federal and state cooperation in meeting child care and
developmental needs of California's preschoolers; (10) problems and needs
of family day care providers; (11) the implementation of a center in a
federal workplace; (12) characteristics of California's child care resource
and referral network; (13) problems facing day care providers and the
implications for program quality; (14) legal issues child care providers

65
face; (15) California's regulatory program for child care services; (16)
employment trends and their relation to workers' child care needs; (17)
child care issues affecting blacks; and (18) child care initiatives of the
David and Lucile Packard Foundation.

ED292546
Child Care Centers in Park Settings. Child Care Management
Resources.; Elicker (John B.) Architects, Columbia, MD.;
Giegerich & Associates, Inc., Rockville, MD. Oct 1987. 160p.;
For related documents, see PS 017 217-218.available from:
Maryland-National Capital Park and Planning Commission, 8787
Georgia Avenue, Silver Spring, MD 20910 ($5.00). EDRS Price
MFOUPC07 Plus Postage.

One of three studies of child care which addressed a variety of planning

and site planning issues of concern to the Montgomery County Planning
Board in Silver Spring, Maryland, this study reports findings relae-:-.xl tc the
location of child care facilities in park settings. Principal purposes of the
study were to: (1) analyze the community impact of child care centers
operating in recreation or community buildings, schools, and modulars in
park or park-like settings; (2) evaluate site planning factors for child care
centers in park settings; (3) suggest site planning guidelines; and (4)
discuss the planning and land use implications of child care centers in
existing buildings or modulars in park settings. Surveys were made of
center operators, neighbors of centers, and parent transportation practices
and attitudes. Traffic and parking patterns at centers, and physical
characteristics of sites, were assessed. The suitability of various types of
parks for child care facilities was evaluated. Eleven general classifications
of Montgomery County parks were briefly described and evaluated for
their general suitability for child care centers. Several site plan sketches
are included and related materials, such as survey instruments and tables
of data are appended.

ED289586
Honig, Alice S. 1987. Choosing a Quality Child Care Center:
Help for Parents. 14p.; EDRS Price MF01/PC01 Plus Postage.

A 20-item checklist is provided for parents assessing the quality of day

care programs. Items include the following: (1) caregivers nourish children

66
with body snuggling; (2) caregivers arrange safe, interesting learning
experiences; (3) caregivers are keen observers; (4) child health and safety
needs are met; (5) teachers encourage competency; (6) language games
and book reading are daily activities for all ages; (7) caregivers know how
to recognize "the teachable moment" and use it; (8) caregivers are
sensitive to the rhythms and tempos of each child; (9) lots of sturdy toys
and equipment are available; (10) music, art, and drama activities are
appreciated and offered to children; (11) adults have sufficient energy for
working with little children; (12) curriculum and program are planned and
plans are available; (13) the program is flexible; (14) caregivers are
positive role models; (15) parents are considered partners of the center,
not nuisances; (16) caregivers are good "matchmakers" and "dance
developmental ladders" well; (17) the child-care facility is tuned into
community resources; (18) caregivers continue to learn about child
development; (19) caregivers know and use a lot of positive discipline
techniques; and, (20) the environment feels happy. A brief explanation of
each item is provided.

ED288635
Siska, Heather Smith. 1985. Health and Safety in the Preschool.
Together for Children: Cooperative Preschools. India-napolis,
IN: Parent Cooperative Preschools International. 32p.; Printed on
colored paper. EDRS Price MF01/PCO2 Plus Postage.

The intent of this manual is to present health and safety standards and
procedures for the special environment of cooperative preschools, where
both teacher-supervisors and parents are present and responsible for the
well-being of the children. After a brief discussion about meeting
environmental standards, child health is investigated in terms of general
considerations, immunization, exceptional children, consultants, allergies
and medications, and unusual circumstances. Child illness is subsequently
discussed in terms of general considerations, communicable diseases, and
recuperation. Health and illness of teacher-supervisors and parents are also
discussed. Concluding the discussion of health are sections on exposure of
children to good health habits; pets in the classroom; and parent education.
Safety is considered in terms of principles, legal responsibilities, insurance
coverage, and, extensively, safety standards. Standards concern
supervision; conduct of children; indoor and outdoor facilities; equipment
and its use; clothing; food; harmful supplies; pets; transporting children;

67
parking lots; accidents; fire; civil defense; and parent education.
Appendices provide a guide to constructing a first aid kit; a list of
recommended texts on basic first aid; and a reprint of an article
concerning preparation for accidental injuries.

ED288625
Honig, Alice Sterling. 1987. Quality Infant/Toddler Caregiving:
Are There Magic Recipes? 15p.; Pa- presented at a Teacher
Conference of the Lomas and Nettleton Child Care Center (Dallas,
TX, September 25, 1987). EDRS Price - MF01/PC01 Plus
Postage.

A survey of research findings on environmental and person variables

provides clues as to what is required in a high quality infant-toddler
program. One of the most important components of such a program is a
loving, responsive caregiver. Research has shown that there are specific
adult qualities that nurture the roots of intellectual competence, cooperative
interactions, and resilience in coping with stress. Some of these qualities
are: (1) tender, careful holding; (2) the ability to provide feedings that
respect individual tempos; (3) accurate interpretation of, and prompt
attention to, distress signals; (4) provision of opportunities and freedom to
explore toys on the floor; and (5) the ability to give babies control over
social interactions. In addition, opportunities for language interchanges and
turn-taking talk are important in promoting optimal development. Adults
also need to understand infant developmental levels and sensorimotor states
when planning environments for infants and toddlers. Optimal nutrition
and preventive health care are also important aspects of a quality program.
Finally, adults should be aware of the importance they have as rule-givers
and role models. Adults can encourage prosocial, altruistic behaviors in
children by their own actions and by the way in which they handle
conflicts. Quality infant-toddler programs can have a positive effect on the
facilitation of cognitive and social development in very young children.

ED287565
Willer, Barbara A. 1987. The Growing Crisis in Child Care:
Quality, Compensation, and Affordability in Early Childhood
Programs. 52p.; available from: National Association for the
Education of Young Children, 1834 Connecticut Avenue, N.W.,
Washington, DC 10009 ($5.00). Document Not Available EDRS.

'
68
This document examines the three basic needs that are currently causing
a crisis in child care, namely, the needs for (1) quality programs for
children; (2) adequate compensation for teachers; and (3) affordable
services for families. The problems of recruitment and retention of staff
and funding for child care programs are discussed. Strategies to address
the needs involved with child care programs are considered. These
include: (1) educating the public and the funders; (2) getting more money
into the child care system; and (3) using available financial resources to
their utmost advantage. A list of resources designed to provide assistance
in the implementation of strategies is included.

ED286625
Massachusetts Governor's Office. 1987. Partnerships for Day
Care: Final Report of the Governor's Day Care Partnership
Initiative. Boston, MA: Author. 89p.; Photographs may not
reproduce clearly. EDRS Price MF01/PC04 Plus Postage.

The four sections of this final report, which follow the initial executive
summary, present outcomes of Massachusetts' 2-year effort to strengthen
and expand high quality, affordable day care services. Section I focuses
on the supply of and demand for day care services in the state. Section II
explores aspects of public and private partnerships, ways cities and towns
can support day care, the role of public schools in providing day care, the
Commonwealth as employer, and the establishment of child care resource
and referral agencies. Section III discusses resource and referral services
for parents and providers, state training initiatives, improved wages for
day care workers, staff qualifications and day care center regulations, the
process of improving health awareness in day care, the strengthening of
family day care, regulations for school-age child care, and liability in-
surance. Section IV concerns the cost of high quality care, the central role
of child care in the success of the Employment and Training CHOICES
program for recipients of public aid, subsidized day care for working
families, and aspects of the development of new partnerships for affor-
dable day care. Related materials, including lists of individuals involved
in the initiative, diagrams of the state government's role in day care in
1987, and a table indicating state spending for day care from 1985 through
1987, are appended.

69 fi
 ED284656
Vandell, Deborah Lowe; And Others. 1987. A Follow-Up Study
of Children in Excellent, Moderate, and Poor Quality Day
Care. 30p.; An abbreviated version of this paper was presented at
the Biennial Meeting of the Society for Research in Child
Development (Baltimore, MD, April 23-26, 1987). EDRS Price
MF01/PCO2 Plus Postage.

Twenty 4-year-olds were observed during free play at excellent, moderate,

and poor quality day care centers. The children were observed again at
eight years as they participated in triadic play sessions. Parental, peer, and
self-ratings were also obtained. Significant continuity between the
children's day care experiences and their functioning at eight years was
found. Time spent in positive interactions with adults at four years (which
was more common in excellent quality programs) was positively related
to ratings of empathy, social competence, and social acceptance at eight
years, while time spent in unoccupied behaviors at four years (which was
more common in poorer quality programs) was negatively associated with
ratings of empathy, conflict negotiation, and social competence at eight
years. Significant differences in the children at eight years were associated
with prior day care experience.

ED283613 Holloway, Susan D.; Reichhart-Erickson, Marina.

1987. The Relationship of Day Care Quality to Children's Free
Play Behavior and Social Problem Solving Skills. 40p.; EDRS
Price MF01/PCO2 Plus Postage.

A total of 55 children attending 15 day care centers and nursery schools

participated in an investigation of the relationship of day care quality to
4-year-old children's activities during free play and to their knowledge of
social problem solving. The study also considered the extent to which
social class mediated relationships between variables. Day care quality
indicators included quality of interaction with teachers, arrangement of the
physical space, spaciousness of the environment, appropriateness and
variety of the materials provided for play, quality of the outdoor area,
group size, and child-teacher ratio. Social problem solving was assessed
using a social reasoning procedure adapted from that developed by Spivack
and Shure (1974). Children's answers to a social dilemma were coded
using Rubin's (1981) categories of prosocial and antisocial responses. A

70
measure of social class was formed by summing mother's and father's
education and occupation levels. Relationships were found between
dimensions of environmental quality and children's absorption in solitary
play and knowledge of social problem solving. Most of these relationships
held up after the effects of social class were statistically removed.

ED277471
Snow, Catherine, Ed. 1986. Special Report of the Governor's
Task Force on Day Care. Nashville, TN: Tennessee Governor's
Task Force on Day Care. 63p.; Photographs may not reproduce
well. EDRS Price MF01/PC03 Plus Postage.

In response to the growing need for day care in Tennessee, the Governor's
Task Force on Day Care was appointed :o encourage the development of
more and better day care opportunities for the children of working parents.
Three committees were established to develop recommendations. The
Access to Day Care Committee identified the types of day care in short
supply and recommended ways to improve the availability and accessibility
of care. The Quality of Day Care Committee examined issues related to
quality including parent involvement, provider training, and standards of
care; and developed recommendations on ways to improve the quality of
day care. The Employer Support for Day Care Committee developed ways
to encourage more awareness about day care among employers and more
support for day care in industry and small business. Following an
executive summary and introduction to the report, day care services in
Tennessee are described in terms of availability and type of day care, and
the role of the state government. Then, each committee's recommendations
are presented, along with general background information, findings, and
supporting material. The specific agencies and groups responsible for the
implementation of the recommendations are indicated in the appendices.
Agency, department, and staff liaison to the task force are also listed in
the appendices.

ED275434
Ad lin, Sheryl. 1985. The Governor's Day Care Partnership
Project. Final Report. Massachusetts Governor's Office, Boston.
46p.; EDRS Price MF01/PCO2 Plus Postage.

71
Constituting a comprehensive child care policy, 30 recommendations are
presented with an aim to increase the supply of affordable, high quality
day care in Massachusetts. "Quality," defined as "services meeting
children's developmental needs," is the critical component and underlying
theme of each recommendation. This document provides an executive
summary of 17 major recommendations, a list of individuals participating
in the development of the recommendations, and the complete report. The
recommendations form the foundation and framework for the development
of a strong community-based delivery system supported by public/private
partnerships. Introductory sections discuss the need for affordable, high
quality day care in terms of family economic self-sufficiency, continued
economic growth, the importance of quality, the lack of supply, and the
state government's role. To illustrate a possible outcome of the policy, day
care as envisioned in 1989 in one Massachusetts community is briefly
described. The major portion of the report delineates the day care
recommendations, accompanying rationale, and guidelines for
implementation in four sections concerned with resource development,
quality, affordability, and policy coordination and implementation.
Appended are recommendations for the implementation of a
comprehensive training model and changes in licensing regulations
regarding center staff and family day care provider qualifications.

ED275402
Katz, Lilian G. 1986. Professionalism, Child Development, and
Dissemination: Three Papers. Urbana, IL: ERIC Clearinghouse
on Elementary and Early Childhood Education. 81p.; EDRS Price
MF01/PC04 Plus Postage.

Three papers have been collected dealing with basic aspects of early
childhood education: professionalism, child development, and knowledge
dissemination. The first paper, "The Nature of Professions: Where Is
Early Childhood Education?" applies eight main features of the concept of
a profession to the current state of the art of early childhood education
including social necessity, altruism, autonomy, a code of ethics, distance
from clients, standards of practice, prolonged training, and specialized
knowledge. The second paper, "Current Perspectives on Child
Development," highlights aspects of development that seem to have fairly
clear implications for pedagogical and curriculum decisions. Topics are
presented in the form of broad general principles that seem to apply to

r 72
many aspects of child growth and behavior: optimum influences; the
recursive cycle of development; and the development of dispositions,
particularly the disposition to become interested and motivated to learn.
The third paper, "Issues in the Dissemination of Child Development
Knowledge," describes five issues related to the dissemination of
information in general as well as information about child development in
particular. Issues are related to the information flow; the Conceptual scope
of the ideas presented; the vividness of the presentation; the timeliness of
ccncepts; and the orientations to knowledge characteristic of the
scientists and practitioners involved in the information dissemination.

ED273385
Howes, Carol lee. 1986. Quality Indicators for Infant-Toddler
Child Care. 22p.; Paper presented at the Annual Meeting of the
American Educational Research Association (67th, San Francisco,
CA, April 16-20, 1986). EDRS Price MF01/PC01 Plus Postage.

A study compared child care centers determined to be of high quality and

low quality along three established indicators of quality: good adult/child
ratio, caregiver continuity, and caregiver training in child development.
The centers were all community centers who enrolled full tuition parents.
Eighty-nine families with children aged 18, 24, 30, and 36 months
participated in the study. The research team spent a year observing each
center. Their observations revealed additional differences in high versus
low quality child care centers. In the high quality centers, parents were
involved in the day-to-day life of the center, children were more likely to
be self-regulated, parents were invested in their child's compliance both
at home and in the center, and parents were less stressful and more
satisfied with their child care. The findings suggest that not only do good
things within child care go together but that working parents who have less
stressful lives and are more competent and confident in their parenting are
more likely to be associated with high quality than low quality child care.

ED270222.
Zimiles, Herbert. 1986. Rethinking the Role of Research: New
Issues and Lingering Doubts in an Era of Expanding Preschool
Education. Urbana, IL: ERIC Clearinghouse on Elementary and
Early Childhood Education. 35p.; EDRS Price MF01/PCO2 Plus
Postage.

73 f':
3
Changing ideas about the role of early education increasingly point toward
universal preschool education for all children. Early education has come
to serve many purposes but, as it expands, there is danger that the
particular needs of young children will be overlooked by both
professionals and parents. This essay underlines the vulnerability of young
children and calls attention to the lifelong consequences of preschool
experiences. Examining issues concerning the long term effects of
preschool experiences, the discussion suggests that the value of early
education will vary as a function of a matrix of factors including program
quality, the vulnerability of individual children, and family needs.
Additionally, th3 achievements and limitations of evaluation research are
described within the context of possible deleterious effects of preschool
education. Emphasis is given to the importance of developing ideographic
methods of study to achieve more valid assessments of children's response
to early education. It is suggested that more time be devoted to
understanding the effects of substitute child care on parental attitudes and
behavior and to delineating and documenting the damaging consequences
of poorly run early childhood programs.

ED267911
New York City Office of the Mayor. 1986. Take a Giant Step:
An Equal Start in Education for All New York City
Four-Year-Olds. Final Report of the Early Childhood
Education Commission. New York: Author. 280p.; EDRS Price
MF01/PC12 Plus Postage.

In July of 1985, Edward Koch, the Mayor of the City of New York,
appointed a Commission to develop recommendations for beginning the
phased implementation of universally-available preschool education for
4-year-olds beginning in September, 1986. This report constitutes the
Commission's reply to the Mayor's request. Chapter 1 presents 10
recommendations with rationales and key supporting data. Chapter 2
describes and interprets the national and local research on the outcomes of
preschool education and explains why the research supports the Mayor's
proposal. Chapter 3 details the demographics and the enrollment patterns
of the city's 4-year-olds. Chapter 4 provides a description of the three
delivery systems that currently provide preschool educational programs,
including legislative and funding history; a program model; eligibility
criteria; funding sources and levels; staff qualifications and training

74
provisions; and monitoring and evaluation provisions. Chapter 5 lays out
the nine essential program components and associated rationales believed
essential to accomplishing the goals of the program. Chapter 6 provides
a guide on how recommendations might be implemented in the program's
first year. Chapter 7 concludes by presenting the proposed budget
necessary for program implementation. Nine pages of references are
included; appended materials describe Department of Parks and Recreation
preschool programs and chart early childhood program components.

ED264952
National Association for the Education of Young Children. 1985.
Guidelines for Early Childhood Education Programs in
Associate Degree Granting Institutions. Position Statement of
the National Association for the Education of Young Children.
Washington, DC, Author. 19p.; available from: National
Association for the Education of Young Children, 1834
Connecticut Avenue, N.W., Washington, DC 20009 (NAEYC
#210, $3.00; Discount on quantity orders). Document Not
Available from EDRS.

The purpose of these guidelines is to establish a standard for the associate

degree in early childhood education to prepare individuals for positions
working with young children. As such, the guidelines represent a
consensus by the early childhood profession on the basic core of
educational and professional preparation that an associate degree represents
and reflects the current state of professional knowledge and experience.
After an introduction describing how the guidelines were developed and
defining terms, program objectives and standards are specified for nine
components. Components concern curriculum, instructional methods,
human and material resources, faculty qualifications, professional
relationships, cultural diversity, student services, administrative structure,
and the evaluation of student performance and program effectiveness.
Concluding pages list sources used in developing the guidelines and
provide information about the National Association for the Education of
Young Children.

ED264944
Morgan, Gwen; And Others. 1985. Quality in Early Childhood
Programs: Four Perspectives. High/ Scope Early Childhood

75
R,1
 Policy Papers, No. 3. Ypsilanti, MI: High/Scope Educational
Research Foundation. 72p.; For related documents, see
ED262902 ED262903 and PS 015 509. available from:
High/Scope Educational Research Foundation, 600 North River
Street, Ypsilanti, MI 48198. EDRS Price MF01 Plus Postage.
PC Not Available from EDRS.

This policy paper includes four perspectives on educational quality

presented at the 1983 annual meeting of the National Association for the
Education of Young Children. Gwen Morgan considers the role of
government, raising questions about what regulatory agencies should do,
can do, and cannot do in the light of public attitudes. Ways that
practitioners can provide high quality and developmentally appropriate
services are the focus of Nancy Curry's presentation, while the process by
which parents/consumers can be helped to better choose among the options
provided is discussed by Richard Ends ley and Marilyn Bradbard. Finally,
suggestions for ways researchers can best contribute to the field's
knowledge about the determinants of good quality early childhood
experiences are presented by Hakim Rashid. In an introductory overview,
the main points raised in each of the presentations are briefly summarized;
the concluding section synthesizes ideas and recurring themes that can
serve as useful guides to the reader. Included is a definition of quality
espoused by the High/Scope Foundation which has three integral
components: (1) a developmentally based curriculum, (2) staff training and
supervision, and (3) ongoing evaluation.

ED264046
Ericson, B. Kay; Richardson, Bever lee. 1985. High Quality Child
Care: How to Identify. 10p.; Paper presented at the Annual
Parenting Symposium (1st, Chicago, IL, March 21-24, 1986).
EDRS Price MF01/PC01 Plus Postage.

The purpose of this article is to aid parents in selecting high quality child
care. A systematic method for identifying high quality child care focuses
on three major program areas: the physical, learning, and teaching
environments. The discussion helps parents become aware of appropriate
questions about the physical environment, become familiar with the
components of a learning environment which includes children's activities,
and gain an understanding of the importance of trained, qualified staff. An

76

ti
accompanying checklist provides parents with a framework for identifying
high quality child care.

ED264015
Cook, Jackqueline T. 1985. Child Daycare. 136p.; available
from: Edmunds Enterprises, P.O. Box 14471, Oakland, CA 94614
($8.95 plus $1.50 shipping and handling. California residents add
6.5 percent sales tax). EDRS Price - MF01 Plus Postage. PC Not
Available from EDRS.

Based on the thesis that the absence of adequate child care resources in the
United States presents a crisis not only for the child but for the parent, the
employer, and society as a whole, this book provides an overview of that
crisis in child day care. Part 1 briefly indicates the dimensions of the
crisis; discusses the historical antecedents of the crisis, from early
industrialization in England to the impacts of the New Federalism in the
United States; and focuses on socioeconomic factors bearing on the crisis.
Part 2 describes some of the major components of the informal child day
care delivery system and gives a few examples of the types of programs
in operation, including centers, Mom and Pop programs, corporate child
care, work-site programs, military programs, family day care homes,
parent cooperatives, and school-age care. Characteristics of child day care
services are pointed out. Part 3 focuses on policy and program issues--the
economics of child day care, regulations and standards, the delivery
system, research, policy boards, and, very briefly, related global issues.
Part 4 centers on solutions, such as strengthening existing services,
information and referral, expanding services, decreasing the need for
services, and, extensively, resource mobilization. Appended is a list of
national organizations supportive to child advocacy.

ED264009
Ad Hoc Day Care Coalition. 1985. The Crisis in Infant and
Toddler Child Care. Washington, DC, Author. 25p.; available
from: National Association for the Education of Young Children,
1834 Connecticut Avenue, Washington, DC 20009 ($2.50). EDRS
Price MFOI Plus Postage. PC Not Available from EDRS.

Unprecedented increases in the labor force participation of mothers with

children below the age of 3 years, a largely unmonitored supply of

77 p
out-of-home child care for infants and toddlers which has not kept up with
the demand, and the potential for serious developmental damage to
children who do not get adequate, individualized care in the earliest years
of life have combined to produce a child care crisis for millions of infants
and toddlers and their working parents in this country. This report
provides information about: the changing demographics of working parents
with infants; existing child care arrangements; the unmet demand for
infant and toddler child care; the care infants and toddlers need; qualities
of a competent caregiver for infants and toddlers; measures of quality; the
regulation of quality care; the high cost of high quality care; goals for a
better infant and toddler child care policy; and strategies for implementing
such goals.

ED262872
Fried, Mindy; O'Reilly, Elaine. 1985. How Does Your
Community Grow? Planting Seeds for Quality Day Care. A
Citizen Action Manual. Boston, MA: Massachusetts State Office
for Children. 102p.; available from: Massachusetts Office for
Children, 150 Causeway Street, Boston, MA 02114 ($5.95, plus
$2.00 shipping). EDRS Price MF01/PC05 Plus Postage.

This manual, which presents the principles and steps involved in the
two-year Citizen Involvement for Day Care Quality Project in
Massachusetts, serves as a guide for developing a citizen network to
address the need for quality day care. The Project was housed by the
Office for Children (OFC), the state agency which licenses and monitors
all day care facilities in Massachusetts, and funded by the U.S.
Department of Health and Human Services, Administration for Children,
Youth, and Families. Each chapter describes a component of the Project,
including an overview of its beginnings and accomplishments. Then key
principles and specific tips are extrapolated. These tips can apply to other
contexts, such as volunteer recruitment and training, skill building,
designing written materials, conflict resolution, designing and running
successful meetings, and coalition building. Throughout the manual case
examples illustrating technical skills and theoretical principles are
introduced to show the complexity of the issues. In addition, users are
encouraged to apply the techniques and principles to other issues and
situations unique to day care needs in other states and communities.
Specific chapters cover: the day care system in Massachusetts and its state

f A

'x 78
agencies; citizen action: basic principles and strategies of the project;
recruitment; improving day care quality; employer-supported day care;
revising state standards; lobbying and policymaking; computerized
resource services; project evaluation; and resources for evaluation of day
care centers.

ED262865
Swick, Kevin J., Ed.; Castle, Kathryn, Ed. 1985. Acting on What
We Know: Guidelines for Developing Effective Programs for
Young Children. Little Rock, AR: Southern Association on
Children Under Six. 107p.; EDRS Price MF01/PC05 Plus
Postage.

Various components of quality early childhood programs are detailed in

the papers contained in this book. In the opening chapter, Mildred
Dickerson and Martha Ross assess the current status of child care in the
United States. Milly Cowles, in a chapter on curriculum, outlines the
essential components of effective early childhood programs. Mac Brown
reaffirms the value of play as an important ingredient of programming and
identifies characteristics of quality programs. Kevin Swick points out the
importance of involving parents in programs for children and suggests
ways of increasing parent involvement. Kathryn Castle calls for
developmentally appropriate programs which support the natural growth
of children and offers recommendations for attaining this type of program.
Margaret Puckett addresses the issue of expectations in the early childhood
profession and emphasizes the importance of adhering to high standards.
In a chapter on teacher competence, Michael Davis and Kevin Swick
describe what is known about effective teaching and draw implications for
educating teachers of young children. Hakim Rashid offers guidelines for
assisting institutions in evaluating their multicultural components and
discusses implications for teacher and parent education. Joseph Rotter
summarizes the effects of too much stress in children's lives and indicates
what can be done to help children cope. Finally, Michael Hanes explores
the impact of technological change on the education of young children.

ED258731
Clarke-Stewart, Alison. 1985. What Day Care Forms and
Features Mean for Children's Development. 14p.; Paper
presented at the Meeting of the American Association for the

79
F7 `,.)
 Advancement of Science (Los Angeles, CA, May 26-31, 1985).
EDRS Price MF01/PC01 Plus Postage.

A sample of 80 families with a 2- or 3-year-old child in day care in one

of four popular forms (baby sitter in the child's own home, family day
care, part-time nursery program, and full-time day care center program)
participated in a study of the effects of forms of care on children's
development. Parents and caretakers were interviewed, and observations
were made of children's physicai and social environments. Findings of
these investigations revealed differences in the quality of life provided by
the different forms of care. Each child was then observed in and out of the
home setting and was administered standardized tests. Data suggested eight
measures reflecting developmental competencies: autonomy, social
reciprocity with mother, social knowledge, sociability with adult stranger,
sociability with an unfamiliar peer, negative behavior to peer, social
competence at home, and cognitive ability. Different day care forms were
found to be associated with patterns of competence in the children exposed
to them. For example, the educational orientation of the nursery school
was reflected in advanced cognition and adult-oriented competence,
whereas children with untrained sitters in their own home excelled in no
domain of competence. Relationships in the data were further analyzed to
explore how behavior of individual children was related to features of
in-home and center programs. Evidence was found that, while day care
programs had some direct effects on development, they clearly were not
operating alone.

ED255291
Children's Services Monitoring Transfer Consortium. 1985.
Generic Checklist for Day Care Monitoring. Washington, DC:
Gibson-Hunt Associates. 13p.; EDRS Price MF01/PC01 Plus
Postage.

This guide presents the results of research on day care monitoring methods
conducted by the Children's Services Monitoring Transfer Consortium. Jt
suggests a set of generic predictor items that can be used to monitor day
care providers' compliance with standards. The predictor items are at the
licensing or minimal compliance level and have been found to be
consistently significant predictors. The checklist covers the following areas
in a child care program: administration, staff qualifications, environmental

( ur' 80
safety, health, and nutrition. The selected items also appear 'o have high
face validity when compared with national day care standards. Information
about the checklist is presented in two sections. The first section lists and
discusses the items that research shows to be generic indicators of
compliance with day care standards. The second section suggests ways for
using the generic items in a monitoring program. In addition, an appendix
briefly discusses related research and provides guidance for obtaining
further information.

ED255290
Kontos, Susan; Fiene, Richard. 1985. Penn State/OCYF Day
Care Project: Final Report of a Pilot Study. 17p. University
Park, PA: Pennsylvania State University. EDRS Price
MF01/PC01 Plus Postage.

In Pennsylvania compliance with state health and safety regulations for day
care center licensing is monitored by administering the Child Development
Program Evaluation (CDPE). This pilot study attempted to discover key
indicators of day care center quality other than those measured on the
CDPE and also to find out about the relationships between these quality
indicators and child development. Ten day care centers were assessed
using the CDPE and two other measures, the Early Childhood
Environmental Rating Scale (ECERS) and the Caregiver Observation Form
and Scale. Results indicated that nonprofit centers had higher scores on the
two measures of quality than profit centers. However, children who
attended profit centers had higher socioeconomic status and higher scores
for cognitive, language, and social development. After a certain level of
state compliance, program quality scores were found to fall as state
compliance scores rose. A hierarchical multiple regression analysis to
determine the predictors of child development revealed only one small
effect for program quality. Ten items from the ECERS were found to be
good predictors of overall program quality. It was concluded that
compliance with state regulations is not an indicator of program quality,
and that a comprehensive, state-wide study of dPy care quality should
obtain separate samples of profit and nonprofit centers, should include
lower and middle class children from each center, and should explore
funding as a factor in day care quality.

81
87
ERIC Journal Articles

Early Childhood Certification. A Position Paper of the Association

of Teacher Educators and the National Association for the
Education of Young Children. (Adopted July-August 1991). 1992.
Action in Teacher Education, 14(1), 62-69. EJ450871

Presents guidelines regarding certification standards for early childhood

education teachers. Describes six areas in which certified teachers must
demonstrate knowledge, ability, values, and attitudes, according to the
Association of Teacher Educators and the National Association for the
Education of Young Children.

Powell, Irene; Cosgrove, James. 1992. Quality and Cost in Early

Childhood Education. Journal of Human Resources, 27(3), 472-84.
EJ446852

Flexible-form cost functions estimated from survey data (205 responses

from 265 day care centers) found that decreasing child/staff ratio by 1
child increases costs 3.4 percent. Staff turnover, educational level, and
experience also had significant effects on cost.

Carter, Margie. 1992. Evaluating Staff Performance. Child Care

Information &change, 85, 5-8. EJ446300

Presents a checklist that early childhood program directors can use to

evaluate staff performance. The checklist enumerates positive behaviors in
the areas of general work habits; attitudes and skills with children, parents,
classes, and co-workers; and professional development.

Fischer, Jan Lockwood; Krause Eheart, Brenda. 1991. Family Day

Care: A Theoretical Basis for Improving Quality. Early Childhood
Research Quarterly, 6,(4), 549-63. EJ441878

Providers' demographic characteristics, training, support networks,

business practices, and stability of services were examined relative to their
caregiving practices. Results from a schematic model approach suggest
correlations between some of these factors and variances in ratings of
caregiver practices.

82
 Bryant, Donna M.; And Others.1991. Best Practices for
Beginners: Developmental Appropriateness in Kindergarten.
American Educational Research Journal, 28(4), 783-803.
EJ438611

The extent of developmentally appropriate practices was studied in 103

kindergarten classrooms across North Carolina. Ninety-three teachers and
93 principals were also surveyed to determine predictors of classroom
quality. Only 20 percent of the classes met criteria for developmental
appropriateness, and quality was predictable from teacher and principal
replies.

Field, Tiffany. 1991. Quality Infant Day-Care and Grade School

Behavior and Performance. Child Development, 62(4), 863-70.
EJ436394

Relations between attendance in stable high quality day care programs and
grade school behavior and performance were determined in two studies of
elementary school children. Found that time in quality infant care was
significantly related to positive social behavior and higher academic
achievement.

Strickland, James. 1991. All Centers Great and Small: The Impact
of Size on Center Management. Child Care Information Exchange,
(79), May-Jun, 14-18. EJ433402

Discusses the impact of day care center size on quality of care and center
management. Large centers can be more resilient but can also be
susceptible to mediocrity. Small centers may be safer, but less flexible.
The ability of administrators to match interests with duties will vary with
center size.

McLeod, Anita R. 1991. Communicate with Infants and their

Parents. Child Care. Dimensions, 19(4), Summer, 17-19.
E1431709

Discusses the need for communication between parents, caregivers, and

infants in high quality caregiving. Emphasizes the importance of a
developmentally appropriate program. Addresses primary caregiving in

83 8
terms of the overall care and nurture of a small group of infants. Discusses
methods of reporting and assessment used by caregivers.

Bradbard, Marilyn R.; Endsley, Richard C. 1991. Six Myths about

Child Care. Dimensions, 19(4), 9-14. E1431708

Presents six myths about early childhood education and care. Myths
concern day care quality, the impact of day care on families and
communities, academically oriented curricula, the importance of caregiver
training, and parent involvement. Emphasizes that professionals need to
dispel these myths, recognize the complexity of good child care, and be
sensitive to families' changing needs.

Kontos, Susan J. 1991. Child Care Quality, Family Background,

and Children's Development. Early Childhood Research Quarterly,
6(2), 249-62. EJ431704

Studied the relationship of family background and child care quality to

preschoolers' cognitive, language, and social development. Concluded that
family background variables were significant predictors of children's
cognitive and language development, and that child care quality variables
significantly predicted social adjustment and were a marginal predictor of
sociability.

Kagan, Sharon Lynn. 1991. Policy Changes and Their Implications

for Early Childhood Care and Education. Dimensions, 19(3),
3-7,40. EJ42 7592

Maintains that the dimension of quality, and the dimensions related to

equality, including teacher salary, types of services rendered to children,
continuity, and integrity, need to be considered by those who are
formulating and implementing policy changes in the field of early
childhood care and education.

Variations in Early Child Care: Do They Predict Subsequent

Social, Emotional, and Vandell, Deborah Lowe: Corasaniti, Mary
Anne. 1990. Cognitive Differences? Early Childhood Research
Quarterly, 5(4), 555-72. EJ423544

c0 84
This study examined 236 8-year olds from a state with minimal child care
standards in an effort to discover possible differences associated with child
care histories. Children with more extensive child care experiences were
associated with negative ratings by parents, teachers, and peers.

Greenman, Jim. 1990. Living in the Real World--"Jean's Pretty

Good, Kind of Affordable, Child Development Center" versus the
Child Care Trilemma. Child Care Information Exchange, 74,
29-31. EJ420432

Describes the budgetary realities faced by a day care center director who
is interested in improving quality of care, compensation of staff, and
affordability to parents -the child care trilemma. Concludes by suggesting
several short-term measures that might begin to address these issues.

Kuykendall, Jo. Jul 1990. Child Development. Directors Shouldn't

Leave Home without It. Young Children; v45 n5 p47-50.
EJ415399

Stresses the need for directors of early childhood programs to be

knowledgeable in the field of child development. Compares state
requirements for child care directors, and reviews research on the
relationship between staff education and training and program quality.

Phillips, Deborah; And Others. 1990. The State of Child Care

Regulations: A Comparative Analysis. Early Childhood Research
Quarterly, 5(2), 151-79. EJ413816

Compares child care standards in each of the 50 states and the District of
Columbia. Addresses variability among states in provisions of child care
regulations, the adequacy of standards at the lower end of the range, and
the disparity between state and national criteria for high quality care.

Neugebauer, Roger. 1990. Do You Have a Healthy Organization?

Child Care Information Exchange, 72, 38-41. EJ412167

Provides a checklist of 40 criteria for an effective child care organization.

Criteria involve the areas of planning and evaluation, motivation and
control, group functioning, staff development, decision making and

85
9
problem solving, financial management, and environmental interaction.

Howes, Carol lee. 1990. Can the Age of Entry into Child Care and
the Quality of Child Care Predict Adjustment in Kindergarten?
Developmental Psychology, 26(2), 292-303. EJ409102

A longitudinal study of 80 toddlers, preschoolers, and kindergartners

found that children who entered early in low quality care had the most
difficulty with peers in preschool. Lives of parents who used low quality
care were characterized by complexity and use of less appropriate
socialization practices than those used by other parents.

Mulrooney, Maureen. 1990. National Academy. Reaccreditation:

A Snapshot of Growth and Change in High-Quality Early
Childhood Programs. Young Children, 45(2), 58-61. EJ402931

Examines a group of accredited early childhood programs at the time of

reaccreditation. Considers the percentage of programs that achieved
reaccreditation; changes that took place over a three-year period; the
simplification of the reaccreditation process for program staff; and the
appropriate length of time for accreditation to be valid.

Kagan, Sharon Lynn; Newton, James W. 1989. Public Policy

Report. For-Profit and Nonprofit Child Care: Similarities and
Differences. Young Children, 45(1), 4-10. EJ399535

Evaluates the quality of care and services in for-profit and nonprofit

government subsidized and privately supported child care centers and
addresses fundamental issues confronted by policymakers and debated by
child care practitioners.

Terpstra, Jake. 1989. Day Care Standards and Licensing. Child

Welfare, 68(4), 437-42. E1394097

Discusses the nature of day care standards, the fundamental nature of

licensing, the current unevenness in day care licensing, and the
components of a sound licensing program.

86
 Galinsky, Ellen. 1989. Is There Really a Crisis in Child Care? If
so, Does Anybody out There Care? Young Children, 44(5), 2-3.
EJ 394076

Outlines some of the findings from public opinion polls and surveys on
how the voting public feels about child care and what the actual problems
are. Also indicates studies on child care which are now in progress.

Greenman, Jim. 1989. Living in the Real World: "Don't Be

Happy, Be Worried: Connecting Up the Dots." Child Care
Information &change, 66, 47-49. EJ392537

Argues that the secret to producing quality child care in the 1990s will be
clear, innovative thinking by the center or program director, good center
design, and an ability to articulate and sell a vision of quality.

Honig, Alice Sterling. 1989. Quality Infant/Toddler Caregiving:

Are There Magic Recipes? Young Children, 44(4), 4-10. EJ391007

Discusses ingredients of quality infant/toddler caregiving; these include

individualized attentive loving, respect for children's tempos and
exploration needs, language mastery experiences, activities shared by
caregiver and child, nutrition and health care, promotion of babies'
altruism, continuity of care and cognitive facilitation.

Burchinal, Margaret; And Others. 1989. Type of Day-Care and

Preschool Intellectual Development in Disadvantaged Children.
Child Development, 60(1), 8-37. EJ387608

Investigates levels and patterns of intellectual development of 131 socio-

economically disadvantaged children in university-based intervention group
day care or community day care, or with little or no day care. Results
suggest that high quality day care may positively change the intellectual
development of disadvantaged children.

Hignett, William F. 1988. Infant/Toddler Day Care, Yes; BUT

We'd Better Make It Good. Young Children, 44(1), 32-33.
EJ380643

87
Discusses some of the problems that infants and toddlers experience in
infant and toddler day care programs, and suggests four program features
that are vital in aiding infants and toddlers in the early years of care.

Vandell, Deborah Lowe; And Others. 1988. A Longitudinal Study

of Children with Day-Care Experiences of Varying Quality. Child
Development, 59(5), 1286-92. EJ380599

Twenty children were observed at age four during free play at good and
poor quality day care centers and again at age eight in triadic play
sessions. Significant continuity was found between the four-year-olds'
behavior in the day care centers and the children's functioning at eight
years.

Gotts, Edward E. 1988. The Right to Quality Child Care.

Childhood Education, 64(5), 268-75. EJ373891

Advances support for developmental child care, an approach which

includes the protective and child-maintaining sense of custodial child care
plus the stimulating sense of educational child care. Stresses both the
immediacy and scope of need for providing appropriate child care.

Benham, Nancy; And Others. 1988. Pinpointing Staff Training

Needs in Child Care Centers. Young Children, 43(4), 9-16.
EJ372494

A beginning strategy for achieving high quality in child care programs was
derived from results of an examination of 21 Pennsylvania child care
centers. These centers used the Early Childhood Environmental Rating
Scale (ECERS) to assess program quality. Implications for staff training
are discussed.

Aronson, Susan S. 1988. Health Update: Development of New

National Child Care Health Standards. Child Care Information
Exchange, 60, 17-20. EJ369350

Discusses the absence of national standards which are uniformly applicable

to health, safety, sanitation, and nutrition aspects of child care programs.
Explains the responsive collaborative project of the American Academy of

88
Pediatrics and American Public Health Association to develop national
reference standards for out-of-home child care programs.

Holloway, Susan D.; Reichhart-Erickson, Marina. 1988. The

Relationship of Day Care Quality to Children's Free-Play Behavior
and Social Problem-Solving Skills. Early Childhood Research
Quarterly, 3(1), 39-53. EJ369341

The relationship of day care quality to the activities of preschool children

during free play and their. knowledge of social problem solving was
investigated. Relationships were found between dimensions of quality and
children's absorption in solitary play and knowledge of social problem
solving.

Phillips, Deborah; And Others. 1987. Child-Care Quality and

Children's Social Development. Developmental Psychology, 23(4),
537-43. EJ361532

Examines the influence on children's social development of variation in the

quality of child care environments. Findings suggest that overall quality,
caregiver-child verbal interactions, and director experience were each
highly predictive of the children's social development in day care.

Willer, Barbara. 1987. Quality or Affordability: Trade-Offs for

Early Childhood Programs. Young Children, 42(6), 41-43.
EJ359877

Addresses the issues surrounding the problem of providing both high

quality and affordable early childhood programs, particularly day care and
family day care, to all families.

Galinsky, Ellen. 1986. What Really Constitutes Quality Care?

Child Care Information Exchange, 51, 41-47. EJ341736

Provides an analysis of the essentials for providing quality child care,

taking into consideration interaction among the child caregiver and the
children, activities, caregiver-parent interaction, caregiver development,
leadership, staffing, school space, health and safety, and nutrition.

89
 Caldwell, Bettye M. 1986. Day Care and Early Environmental
Adequacy. New Directions for Child Development, 32 (Jun),
11-30. EJ339261

Argues that studies of young children's cognitive, socioemotional, and

physical development in group day care generally support the social
realities of contemporary family life, including the need for developing
high-quality professional infant and child care systems.

Howes, Carol lee; Olenick, Michael. 1986. Family and Child Care
Influences on Toddler's Compliance. Child Development, 57(1),
202-16. EJ336358

Studies influences and interrelations of family dynamics and of varying

quality of child-care on the child's capacity for compliance and
self-regulation. Multiple regression techniques were used to examine
relationships between child care, family, and child and parent behaviors.

Honig, Alice S. 1985. High Quality Infant Toddler Care: Issues

and Dilemmas. Young Children, 41(1), 40-46. EJ328524

Considers issues that challenge parents and professionals faced with the
need for infant group care: nurturing in the infant caregiver, staff stability,
economics of staff/infant ratios, the role of language in caregiving,
altruism in babies, group versus individual time, control and power issues,
and caregiver training.

Kontos, Susan; Stevens, Robin. 1985. High Quality Child Care:

Does Your Center Measure Up? Young Children, 40(2), 5-9.
0314234

Summarizes three recent studies which found relationships between the

quality of day care centers and children's development. Also describes the
Early Childhood Environment Rating Scale (ECERS) and its effects when
used by centers for self-evaluation. Discusses similar benefits of self-study
resulting from the accreditation program of the National Association for
the Education of Young Children.

90
 Weikart, David P. 1988. Perspective in High/Scope's Early
Education Research. Early Child Development and Care, 33(1-4),
29-40. EJ385933

Provides a synopsis of the High/Scope curriculum research. Presents

findings on the three programs studied: child-centered, open-framework,
and programmed learning. Reports no academic differences, but significant
social-behavioral outcomes. Argues that high quality early childhood
education programs take a child-initiated learning approach.

Honig, Alice Sterling. 1988. Research: A Tool to Promote Optimal

Early Child Care and Education. Early Child Development and
Care, 33(1-4), 1-9. EJ385931

Previews articles in this special issue on Early Child Care and Education.
Formulates important curriculum and training questions. Argues for
eclectic consideration and application of research findings for the purpose
of promoting optimal Early Child Care and Education.

91
 The ERIC System

The Educational Resources Information Center (ERIC) is a national

education information network designed to provide education information
users with ready access to an extensive body of education-related
literature. Established in 1966, ERIC is supported by the U.S. Department
of Education, Office of Educational Research and Improvement (OERI).
The ERIC database is created by the 16 clearinghouses in the ERIC
system. This database is the world's largest source of education
information, containing more than 800,000 summaries of documents and
journal articles on education research and practice. ERIC offers a
document delivery service for the documents it collects and summarizes,
many of which are unpublished.
The ERIC database can be used by consulting the print indexes
Resources in Education (RIE) and Current Index to Journals in Education
(CIJE) at more than 2,800 libraries and other locations worldwide; by
using online search services (usually for a fee); by accessing ERIC at
several sites on the Internet; by searching ERIC on CD-ROM at many
libraries and information centers; or on the local computer systems of a
growing number of universities and colleges. The database is updated
monthly online and quarterly on CD-ROM. For more information on how
to access the ERIC database, call ACCESS ERIC at its toll free number,
1- 800 LET -ERIC. ACCESS ERIC informs callers of the services and
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service providers.
The ERIC System, through its 16 subject-specific clearinghouses
and four support components, provides a variety of services and products
that can help individuals interested in education stay up to date on a broad
range of education-related issues. Products include research summaries,
publications on topics of high interest, newsletters, and bibliographies.
ERIC system services include computer search services, reference and
referral services, and document reproduction. Additional information on
the ERIC system, including a list of ERIC clearinghouses and the subject
areas they cover, is also available from ACCESS ERIC.

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92
 How to Obtain Copies of ERIC Documents
and Journal Articles

Most ERIC documents (EDs) are available from the ERIC

Document Reproduction Service (EDRS). EDRS can be contacted at:

ERIC Document Reproduction Service

CBIS Federal, Inc.
7420 Fullerton Road, Suite 110
Springfield, Virginia, 22153-2852.
Telephone: 1-800-443-ERIC or 1-703-440-1400
Fax orders: 1-703-440-1408

Most documents in the preceding bibliography are available in microfiche

(MF) and paper copy (PC). Publications that are not available from EDRS
are listed with an alternate source and ordering information; citations to
many publications that are available from ERIC also include an alternate
source of availability.
ERIC journal articles (EJs) are available in the original journal, in
libraries, through interlibrary loan, or from the following organizations:

UMI Article Clearinghouse

300 N. Zeeb Road
Ann Arbor, MI 48106
Telephone: 1-800-521-0600, ext. 2533 or 2534
Fax: 1-313-665-7075

Institute for Scientific Information(ISI)

Genuine Article Service
3501 Market Street
Philadelphia, PA 19104
Telephone: 1-800-523-1850

For a free list of ERIC microfiche collections in the United States

and other countries, call or write to ACCESS ERIC at 1-800-LET-ERIC.

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S9
 The ERIC Clearinghouse on Elementary and
Early Childhood Education (ERIC/EECE)

The ERIC Clearinghouse on Elementary and Early Childhood

Education (ERIC/EECE) has been located at the University of Illinois at
Urbana-Champaign since 1967. The clearinghouse identifies, selects, and
processes the report literature, books, and journal articles on topics related
to the development, care, and education of children through early
adolescence (except for specific subject areas covered by other ERIC
clearinghouses) for the ERIC database.
The clearinghouse also provides other products and services, many
of them at no cost. Free products include a biannual newsletter; ERIC
Digests and resource lists on topics of high interest to parents, educators,
policymakers, and the general public; brochures and publications lists; and
ERIC system materials. Major publications, ReadySearches, and a
subscription newsletter on mixed-age grouping in preschool and elementary
school programs are available at low cost.
In response to queries from the general public, the clearinghouse
provides free materials, short searches of the ERIC database, and referrals
to other information sources when appropriate. Other clearinghouse
services include conducting workshops and making presentations;
providing camera-ready materials for conferences; and conducting
extensive computer searches (for a fee) on topics related to the
clearinghouse scope of interest.
Please write or call the clearinghouse for additional information on
any of these services or products, or to be placed on the clearinghouse
mailing list.

ERIC/EECE
University of Illinois
805 W. Pennsylvania Avenue
Urbana, IL 61801-4897
Telephone: 217-333-1386
Fax: 217-333-3767
Email:ericeece@uxl. cso. uiuc.edu

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NOTES