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Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care

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  • Tran, Henry
  • Winsler, Adam

Abstract

Given large numbers of children attending center-based child care and considerable teacher and child mobility, it is important to study correlates and outcomes of children experiencing a change in their primary teacher/caregiver and/or a change to a different child care center. The present study investigated teacher and center stability in a group of 3238 urban, ethnically diverse, low-income, four-year-olds receiving subsidies to attend center-based child care. Children were individually assessed for cognitive and language development at the beginning and end of the pre-kindergarten year. Parents and teachers rated children on their socio-emotional skills and behavior at both time points. Children who experienced a change in their primary caregiver from the beginning to the end of the school year (41% of the sample) showed less growth in initiative for learning and attachment/closeness with adults over time, and scored lower on most indices of school readiness compared to those that had a stable caregiver. Children who moved to a different center during the year scored lower on teacher-reported initiative and attachment. African American children who switched centers were particularly at-risk for poorer outcomes, and boys who experienced a change in primary teacher, in particular, showed slower growth in cognitive development.

Suggested Citation

  • Tran, Henry & Winsler, Adam, 2011. "Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care," Children and Youth Services Review, Elsevier, vol. 33(11), pages 2241-2252.
    • Handle: RePEc:eee:cysrev:v:33:y:2011:i:11:p:2241-2252
    DOI: 10.1016/j.childyouth.2011.07.008
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    References listed on IDEAS

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    1. Loeb, Susanna & Bridges, Margaret & Bassok, Daphna & Fuller, Bruce & Rumberger, Russell W., 2007. "How much is too much? The influence of preschool centers on children's social and cognitive development," Economics of Education Review, Elsevier, vol. 26(1), pages 52-66, February.
    2. Susanna Loeb & Bruce Fuller & Sharon Lynn Kagan & Bidemi Carrol & Judith Carroll, 2003. "Child Care in Poor Communities: Early Learning Effects of Type, Quality, and Stability," NBER Working Papers 9954, National Bureau of Economic Research, Inc.
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    Cited by:

    1. Schmitt, Sara A. & Mihalec-Adkins, Brittany & Lipscomb, Shannon T. & Pratt, Megan E. & Horvath, Gregor, 2022. "Longitudinal relations among child care stability during the prekindergarten year and behavior problems," Children and Youth Services Review, Elsevier, vol. 138(C).
    2. Bobbitt, Kaeley C. & Gershoff, Elizabeth T., 2016. "Chaotic experiences and low-income children's social-emotional development," Children and Youth Services Review, Elsevier, vol. 70(C), pages 19-29.
    3. Speirs, Katherine E. & Vesely, Colleen K. & Roy, Kevin, 2015. "Is stability always a good thing? Low-income mothers' experiences with child care transitions," Children and Youth Services Review, Elsevier, vol. 53(C), pages 147-156.
    4. Greenburg, Jordan E. & Hines, Caitlin & Winsler, Adam, 2020. "Predictors of school mobility from public school pre-K to kindergarten," Children and Youth Services Review, Elsevier, vol. 119(C).
    5. Daphna Bassok & Maria Fitzpatrick & Susanna Loeb & Agustina S. Paglayan, 2013. "The Early Childhood Care and Education Workforce from 1990 through 2010: Changing Dynamics and Persistent Concerns," Education Finance and Policy, MIT Press, vol. 8(4), pages 581-601, October.
    6. Ansari, Arya & Winsler, Adam, 2013. "Stability and sequence of center-based and family childcare: Links with low-income children's school readiness," Children and Youth Services Review, Elsevier, vol. 35(2), pages 358-366.

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