ED449883 PS029162
Title: The Children of the Cost, Quality, and Outcomes Study Go to
School. Technical Report.
Author(s): Peisner-Feinberg, Ellen. S.; Burchinal, Margaret R.; Clifford,
Richard M.; Yazejian, Noreen; Culkin, Mary L.; Zelazo, Janice; Howes,
Carollee; Byler, Patricia;
Kagan, Sharon Lynn; Rustici, Jean
Author Affiliation: North Carolina Univ., Chapel Hill. Frank Porter
Graham Center.(BBB04365); Colorado Univ. Health Sciences Center, Denver.(BBB28182);
California
State Univ., Los Angeles.(BBB10936); Yale Univ., New Haven, CT.(ECC99225)
Pages: 77
Publication Date: October 1999
Notes: Also funded by the JFM Foundation and the USWEST Foundation.
Colored figures may not reproduce adequately.
Sponsoring Agency: Carnegie Corp. of New York, NY. (QPX12280)@Smith
Richardson Foundation, Inc., Greensboro, NC. (BBB00987)@Pew Charitable
Trusts, Philadelphia, PA. (BBB28123)@Grant (W.T.) Foundation, New
York, NY. (BBB18014)@A.L. Mailman Family Foundation, Inc. (BBB24207)@David
and Lucile Packard Foundation, Los Altos, CA. (BBB31498)@Office of
Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: R307A60004
Available from: EDRS Price MF01/PC04 Plus Postage.
Availability: FPG Publications Office, University of North Carolina
at Chapel Hill, Frank Porter Graham Child Development Center, Sheryl-Mar
Building, CB No. 8185, Chapel Hill, NC 27599-8185; Tel: 919-966-4221;
e-mail: pubs@mail.fpg.unc.edu.
Language: English
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; North Carolina
Journal Announcement: RIEJUL2001
Since a substantial
majority of preschoolers participate in some form of child care
before coming to school, the Cost, Quality, and Child Outcomes in
Child Care Centers Study (CQO) was designed to examine the influence
of typical center-based child care on children's development during
their preschool years and as they move into formal elementary education.
This report details the results through the end of second grade.
Chapter 1 of the report describes the conceptual framework and methods.
Measures are summarized related to children's receptive vocabulary,
mathematics and letter-word recognition skills, behavior problems,
sociability, and peer relationships; parent values and attitudes,
and parent involvement; classroom/child care quality; and teacher
characteristics. Chapter 2 describes the child care, kindergarten,
and second grade classrooms observed, including a discussion of
the continuity between child care and school environments. Chapter
3 describes the families of the participating children. Chapter
4 describes the children themselves. Chapter 5 presents the main
findings of the study relating child care quality to children's
outcomes and discusses their broader importance. Chapter 6 delineates
the implications that follow from the findings and makes recommendations
for policy and practice. The report concludes by asserting that
high quality child care experiences, in terms of both classroom
practices and teacher-child relationships, enhance children's abilities
to take advantage of the educational opportunities as they enter
kindergarten and through the early elementary school years. The
report's three appendices contain additional data tables, technical
information on measures and data analyses, and lists of papers reporting
CQO findings. Contains 52 references. (KB)
Descriptors: *Academic Achievement; Behavior Problems; *Caregiver
Child Relationship; Child Behavior; Cognitive Development; *Day
Care; Day Care Centers; *Day Care Effects; Early Childhood Education;
*Elementary School Students; High Risk Students; Interpersonal Competence;
Longitudinal Studies; Parent Attitudes; Peer Relationship; Public
Policy; Social Development; *Teacher Student Relationship; Vocabulary
Development
Identifiers: *Day Care Quality
