Margaret Burchinal
Measuring Early Care and Education Quality
University of North Carolina at Chapel Hill
abstract highquality early care education ece programs thought increase opportunities children succeed school recent findings call question whether programs affect children anticipated article examine research relating quality ece childrens outcomes finding somewhat inconsistent modest associations widely used measures process structural quality consistent stronger associations dimensions ece curricula type ece program discuss associations ece quality outcomes modest including limited childrens outcomes psychometric issues quality measures need revise expand measures ece quality evidence indicates need focus content instruction teaching practices well extent teachers actively scaffold learning opportunities also need continue focus quality interactions teachers children childrens access ageappropriate activities