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Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program.
Dev Psychol. 2014 Feb; 50(2):526-41.DP

Abstract

Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, emotional, behavioral, early literacy, language, and math outcomes as well as the teacher-child relationship. The intervention targeted the use of a set of responsive teacher practices, derived from attachment and sociocultural theories, and a comprehensive curriculum. Sixty-five childcare classrooms serving low-income 2- and 3-year-old children were randomized into 3 conditions: business-as-usual control, Responsive Early Childhood Curriculum (RECC), and RECC plus explicit social-emotional classroom activities (RECC+). Classroom observations showed greater gains for RECC and RECC+ teachers' responsive practices including helping children manage their behavior, establishing a predictable schedule, and use of cognitively stimulating activities (e.g., shared book reading) compared with controls; however, teacher behaviors did not differ for focal areas such as sensitivity and positive discipline supports. Child assessments demonstrated that children in the interventions outperformed controls in areas of social and emotional development, although children's performance in control and intervention groups was similar for cognitive skills (language, literacy, and math). Results support the positive impact of responsive teachers and environments providing appropriate support for toddlers' social and emotional development. Possible explanations for the absence of systematic differences in children's cognitive skills are considered, including implications for practice and future research targeting low-income toddlers.

Authors+Show Affiliations

Children's Learning Institute, Department of Pediatrics, University of Texas Health Science Center at Houston.Children's Learning Institute, Department of Pediatrics, University of Texas Health Science Center at Houston.Children's Learning Institute, Department of Pediatrics, University of Texas Health Science Center at Houston.Children's Learning Institute, Department of Pediatrics, University of Texas Health Science Center at Houston.Children's Learning Institute, Department of Pediatrics, University of Texas Health Science Center at Houston.Children's Learning Institute, Department of Pediatrics, University of Texas Health Science Center at Houston.Children's Learning Institute, Department of Pediatrics, University of Texas Health Science Center at Houston.Children's Learning Institute, Department of Pediatrics, University of Texas Health Science Center at Houston.Florida Center for Reading Research, Florida State University.Department of Psychology, Florida State University.Department of Educational Psychology and Learning Systems, Florida State University.Department of Psychology, Arizona State University.Denny Sanford School of Social and Family Dynamics, Arizona State University.Department of Psychology, Smith College.Department of Psychology, Smith College.Children's Learning Institute, Department of Pediatrics, University of Texas Health Science Center at Houston.Center of Early Learning, Science, Technology, Engineering, and Mathematics Program, WestEd.Center of Early Learning, Science, Technology, Engineering, and Mathematics Program, WestEd.No affiliation info available

Pub Type(s)

Journal Article
Randomized Controlled Trial
Research Support, N.I.H., Extramural

Language

eng

PubMed ID

23772822

Citation

Landry, Susan H., et al. "Enhancing Early Child Care Quality and Learning for Toddlers at Risk: the Responsive Early Childhood Program." Developmental Psychology, vol. 50, no. 2, 2014, pp. 526-41.
Landry SH, Zucker TA, Taylor HB, et al. Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program. Dev Psychol. 2014;50(2):526-41.
Landry, S. H., Zucker, T. A., Taylor, H. B., Swank, P. R., Williams, J. M., Assel, M., Crawford, A., Huang, W., Clancy-Menchetti, J., Lonigan, C. J., Phillips, B. M., Eisenberg, N., Spinrad, T. L., de Villiers, J., de Villiers, P., Barnes, M., Starkey, P., & Klein, A. (2014). Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program. Developmental Psychology, 50(2), 526-41. https://doi.org/10.1037/a0033494
Landry SH, et al. Enhancing Early Child Care Quality and Learning for Toddlers at Risk: the Responsive Early Childhood Program. Dev Psychol. 2014;50(2):526-41. PubMed PMID: 23772822.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program. AU - Landry,Susan H, AU - Zucker,Tricia A, AU - Taylor,Heather B, AU - Swank,Paul R, AU - Williams,Jeffrey M, AU - Assel,Michael, AU - Crawford,April, AU - Huang,Weihua, AU - Clancy-Menchetti,Jeanine, AU - Lonigan,Christopher J, AU - Phillips,Beth M, AU - Eisenberg,Nancy, AU - Spinrad,Tracy L, AU - de Villiers,Jill, AU - de Villiers,Peter, AU - Barnes,Marcia, AU - Starkey,Prentice, AU - Klein,Alice, AU - ,, Y1 - 2013/06/17/ PY - 2013/6/19/entrez PY - 2013/6/19/pubmed PY - 2014/10/4/medline SP - 526 EP - 41 JF - Developmental psychology JO - Dev Psychol VL - 50 IS - 2 N2 - Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, emotional, behavioral, early literacy, language, and math outcomes as well as the teacher-child relationship. The intervention targeted the use of a set of responsive teacher practices, derived from attachment and sociocultural theories, and a comprehensive curriculum. Sixty-five childcare classrooms serving low-income 2- and 3-year-old children were randomized into 3 conditions: business-as-usual control, Responsive Early Childhood Curriculum (RECC), and RECC plus explicit social-emotional classroom activities (RECC+). Classroom observations showed greater gains for RECC and RECC+ teachers' responsive practices including helping children manage their behavior, establishing a predictable schedule, and use of cognitively stimulating activities (e.g., shared book reading) compared with controls; however, teacher behaviors did not differ for focal areas such as sensitivity and positive discipline supports. Child assessments demonstrated that children in the interventions outperformed controls in areas of social and emotional development, although children's performance in control and intervention groups was similar for cognitive skills (language, literacy, and math). Results support the positive impact of responsive teachers and environments providing appropriate support for toddlers' social and emotional development. Possible explanations for the absence of systematic differences in children's cognitive skills are considered, including implications for practice and future research targeting low-income toddlers. SN - 1939-0599 UR - https://www.unboundmedicine.com/medline/citation/23772822/Enhancing_early_child_care_quality_and_learning_for_toddlers_at_risk:_the_responsive_early_childhood_program_ L2 - http://content.apa.org/journals/dev/50/2/526 DB - PRIME DP - Unbound Medicine ER -