Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.22/24300 |
Resumo: | This study examined the joint effects of home environment and center-based child care quality on children’s language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children’s language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children’s language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children’s language and early literacy outcomes: positive associations among home environment quality and children’s developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms. |
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Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomesChild care qualityHome environment qualityLanguage and communication developmentEarly literacyThis study examined the joint effects of home environment and center-based child care quality on children’s language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children’s language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children’s language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children’s language and early literacy outcomes: positive associations among home environment quality and children’s developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms.Repositório Científico do Instituto Politécnico do PortoPinto, Ana IsabelPessanha, ManuelaAguiar, Cecília2023-12-19T19:05:17Z20132013-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/24300engPinto, A. I., Pessanha, M., & Aguiar, C. (2013). Effects of home environment and center-based child care quality on children’s language, communication, and literacy outcomes. Early Childhood Research Quarterly, 28, 94-101. doi: 10.1016/j.ecresq.2012.07.00110.1016/j.ecresq.2012.07.001info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-27T01:48:53Zoai:recipp.ipp.pt:10400.22/24300Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T00:55:11.702296Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes |
title |
Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes |
spellingShingle |
Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes Pinto, Ana Isabel Child care quality Home environment quality Language and communication development Early literacy |
title_short |
Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes |
title_full |
Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes |
title_fullStr |
Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes |
title_full_unstemmed |
Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes |
title_sort |
Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes |
author |
Pinto, Ana Isabel |
author_facet |
Pinto, Ana Isabel Pessanha, Manuela Aguiar, Cecília |
author_role |
author |
author2 |
Pessanha, Manuela Aguiar, Cecília |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Repositório Científico do Instituto Politécnico do Porto |
dc.contributor.author.fl_str_mv |
Pinto, Ana Isabel Pessanha, Manuela Aguiar, Cecília |
dc.subject.por.fl_str_mv |
Child care quality Home environment quality Language and communication development Early literacy |
topic |
Child care quality Home environment quality Language and communication development Early literacy |
description |
This study examined the joint effects of home environment and center-based child care quality on children’s language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children’s language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children’s language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children’s language and early literacy outcomes: positive associations among home environment quality and children’s developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013 2013-01-01T00:00:00Z 2023-12-19T19:05:17Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.22/24300 |
url |
http://hdl.handle.net/10400.22/24300 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Pinto, A. I., Pessanha, M., & Aguiar, C. (2013). Effects of home environment and center-based child care quality on children’s language, communication, and literacy outcomes. Early Childhood Research Quarterly, 28, 94-101. doi: 10.1016/j.ecresq.2012.07.001 10.1016/j.ecresq.2012.07.001 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799136438593257472 |