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Omnibus 2 SRCD     5  

SLIDE 13:       CHILD DEVELOPMENTAL OUTCOMES

Cognitive and social outcomes were assessed longitudinally from 54 months through the spring of third grade. With respect to cognitive-academic achievement, children were administered four subtests from the Woodcock-Johnson Psycho-Educational Battery:  Letter-Word Identification, Applied Problems, Memory for Sentences, Picture Vocabulary,  

Mothers and teachers completed the Social Skills Questionnaire from the Social Skills Rating System and the Child Behavior Checklist. Teachers completed the short form of the Student-Teacher Relationship Scale and mothers completed a parallel form at 54 months, kindergarten, first grade, and third grade.

Teachers completed a mock report card when children were in kindergarten, first, second, and third grades. This questionnaire includes six items addressing the child’s work habits.

SLIDE 14:FIVE CHILD CARE PARAMETERS

Growth curve analyses were used to create three child-care parameters: the child-care quality intercept, the hours/week intercept, and the hours/week slope. In addition we determined the proportion of epochs in which center-based child care was used for at least 10 hours per week, and proportion of epochs in a child-care home was used for at least 10 hours per week.

SLIDE 15:    ANALYTIC STRATEGY

Our primary data analyses tested the long-term associations between child-care experiences during the first 4.5 years and children’s academic and social development from 4.5 years through the spring of the third grade. Longitudinal analyses were conducted using hierarchical linear models that were fitted to estimate individual and group growth curves. The developmental outcome trajectories were centered at spring of first grade, that is, the main effect coefficient for the tested child-care parameters indicates if a predictor was related to an outcome

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