20121113 deans lecture usage and quality...
TRANSCRIPT
Usage patterns and quality in Australian early childhood education and care programsp g
Prof. Collette TaylerE4Kids research team
Research CollaborationResearch Collaboration
Presentation OverviewPresentation Overview
1. Some policy interests
2. E4Kids study overview
3. Family demographics and the use of ECEC programs3. Family demographics and the use of ECEC programs (LDC, K, FDC), and non‐formal care (grandparent, friend…) 2 years before schoolyea s befo e sc oo
4. ECEC program quality 2 years before school
5. Some ideas and further questions
Some policy interestsSome policy interests
1. Changing education trajectories before school – the
i d t ti l f ECECpromise and potential of ECEC
2 A d li ki d d hild2. Access and quality: kindergarten and child care
3. Supporting children in families having greater risk
factors
E4Kids – Study OverviewE4Kids Study Overview
R h d iResearch design:• 5 year longitudinal study of 2,653 children
(3‐4 years old) their families educators/(3‐4 years old), their families, educators/ teachers, directors/ principals
i f hi iQuestions for this presentation• When children were 2 years before school , what were the
f il h i i d h lik lih d f hild b i ifamily characteristics, and the likelihood of children being in different kinds of ECEC?
• What was the relative process quality of these ECEC• What was the relative process quality of these ECEC programs?
• What insights can be gained and what further analysis are in• What insights can be gained and what further analysis are in process?
E4Kids Sample and Location
Remote Mo nt IsaRemote: Mount Isa
E4Kids n = 167 +
NPC n = 10
Greater Metro: Brisbane E4Kids n = 961 +E4Kids n = 961 +
NPC n = 62
Regional: Shepparton E4Kids n = 336 +
NPC n = 16
Greater Metro: Melbourne
NPC n = 16
Melbourne E4Kids n = 1028 +
NPC n = 71
Measures in E4KidsCHILD ASSESSMENT QUESTIONNAIRE
Measures in E4KidsCHILD ASSESSMENTHeight, weight, waistCognition & Achievement: WJ‐III
QUESTIONNAIREDirector/Principal: structural aspectsEducator/Teacher: child behaviour,Cognition & Achievement: WJ III
Friendships/social inclusion: Bus story
PROGRAM ASSESSMENT
Educator/Teacher: child behaviour, structural aspects
PROGRAM ASSESSMENTPedagogy: CLASSOther characteristics: ECERS‐R,
3 b l
DATA LINKAGENAPLAN
3 subscales
QUESTIONNAIREP ECEC hi /Parent: ECEC program history/ access;
child behaviour, social skills; parenting style; home learning environment
P tt f d d ti 2Patterns of care and education 2 years before schoolyears before school
How old were children 2 years b f h l?before school?
Family demographics 2 years b f h lbefore school
•Main caregivers:35 94 years (SD 5 21 )•35.94 years (SD = 5.21 years)
•91% female•62% in labour force79% b i A t li•79% born in Australia
•Families•90% two-parent
0% b $ 0 000 d $124 999•50% between $50 000 and $124 999
Formal ECEC and informal care or l l ?only parental care?
100 •2 years before3 b f
80
90•3 years before•4 years before
60
70
50
60Sole parental care
30
40 Any ECEC program or informal care
10
20
0
QLD VIC TOTAL
4 3 2 4 3 2 4 3 2 4 3 2 4 3 24 3 2
Mix of education and care before h lschool
70
60
40
50
Informal care
30
40
per c
ent Informal care
only
Formal ECEC
20
Formal ECEC only
Both formal
10
Both formal ECEC and informal care
0
QLD VIC TOTAL
4 3 2 4 3 2 4 3 2 4 3 2 4 3 2 4 3 2 4 3 2 4 3 2 4 3 2
Hours in long day care 2 years before h lschool
Hours of Informal Care 2 years fbefore school
200
ncy
150
Freq
uenc
100
500
Average hours per week
0 20 40 60 80 100
Hours in stand‐alone Kinder
Statistical AnalysisStatistical AnalysisWh t hild d f il h t i tiWhat child and family characteristics are associated with formal ECEC use 2 years prior to school when we control for the effects of the others?
• We fit 3 modelsd l d l h f f l l– Model 1 predicts total hours of formal ECEC in typical
week
– Model 2 predicts total hours of Child Care
–Model 3 predicts the use of one formal type versus p ypmore than one formal type
All Formal ECEC: total hours of use
Long day care: hours of useLong day care: hours of use
Odds of using more than 1 formal program
Key findings from analysisKey findings from analysis
• Relative importance of family circumstance over child characteristics
•Consistent findingsL b f ti i ti–Labour force participation
– History of child care use
–Family composition and number of children
–Main caregiver born overseasMain caregiver born overseas
So, what aboutSo, what about the process
lit fquality of programs used by p g ychildren?
Process quality measured by CLASS
Emotional Instructional Class Support
l
SupportOrganization
•Positive Climate
•Negative Climate•Concept Development
•Quality of Feedback
•Behavior Management
•Productivity
•Teacher Sensitivity
•Regard for Child Perspectives
•Language Modeling
•Literacy focus
•Instructional Learning Formats
Perspectives
•Pianta, Hamre et. al., 2009
Emotional ClimateEmotional Climate
Classroom Organisation g
Instructional Support ( LF)Instructional Support (no LF)
CLASS
•Emotional
•Organisational•Organisational
•Instructional
1 Educational program and practice1. Educational program and practice2. Relationships with children
Summary commentsSummary comments
• E4Kids provides a very rich data source for progressing our understanding of the impact of participation in ECEC services on children’s learning and development that will be available to help guide p p gfuture public investment.
• We face major challenges in providing all our hild i h hi h li dchildren with access to high quality programs and the equally pressing problem of ensuring that our most vulnerable children receive this support.
E4Kids Research NetworkE4Kids Research NetworkC ll tt T l F k Ob kl id Collette Tayler
The University of Melbourne
Karen Thorpe
Frank OberklaidThe Royal Children’s Hospital Melbourne
Ann SansonQueensland University of Technology
Patrick GriffinThe University of Melbourne
The University of Melbourne
Karin IshimineThe University of Melbourne
Ray AdamsThe University of Melbourne
Elizabeth Waters
Tim Gilley Department of Education and Early Childhood Development (DEECD, VIC)
Elizabeth WatersThe University of Melbourne
Gordon ClevelandUniversity of Toronto
Carol Markie‐Dadds Department of Education, Training and Employment (DETE, QLD)
University of Toronto
Iram Siraj‐BlatchfordUniversity of London (IEd)
John Dungan Department of Education, Training and Employment (DETE, QLD)