Deborah A. Phillips, Anna D. Johnson, Iheoma U. Iruka
{"title":"Early care and education settings as contexts for socialization: New directions for quality assessment","authors":"Deborah A. Phillips, Anna D. Johnson, Iheoma U. Iruka","doi":"10.1111/cdep.12460","DOIUrl":null,"url":null,"abstract":"<p>In this article, we aim to chart a path for a new generation of early care and education (ECE) quality assessments that accurately and equitably capture key inputs to the social–emotional well-being of the diverse population of young children in ECE classrooms in the United States. We zero in on four promising, socially supportive features of center-based ECE settings that are actionable for research, policy, and practice: teachers' classroom behavior-management strategies, their scaffolding of peer interactions, aspects of their own well-being that shape their capacities to support children's social–emotional development, and indicators of bias-free and culturally responsive ECE environments.</p>","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":null,"pages":null},"PeriodicalIF":5.1000,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Development Perspectives","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/cdep.12460","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 6
Abstract
In this article, we aim to chart a path for a new generation of early care and education (ECE) quality assessments that accurately and equitably capture key inputs to the social–emotional well-being of the diverse population of young children in ECE classrooms in the United States. We zero in on four promising, socially supportive features of center-based ECE settings that are actionable for research, policy, and practice: teachers' classroom behavior-management strategies, their scaffolding of peer interactions, aspects of their own well-being that shape their capacities to support children's social–emotional development, and indicators of bias-free and culturally responsive ECE environments.
期刊介绍:
Child Development Perspectives" mission is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences. Articles in the journal will include reviews, commentary, and groups of papers on a targeted issue. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor with their ideas for feedback.