Does Quality of Child Care Have Meaningful Effects on Children’s Developmental Outcomes?

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Does Quality of Child Care Have Meaningful Effects on Children’s Developmental Outcomes? Blau then tested relations between structural-regulable characteristics and process quality using a more stringent fixed-effects model that included center as a control variable. This fixed-effects approach was possible because two classrooms were typically observed in each center. In centers in which there were both infants and preschoolers, one classroom of each type was observed. In centers serving only preschoolers, two preschool classrooms were selected randomly. When center was controlled along with type of classroom (infant vs. preschool), relations between structural and caregiver features and process quality were reduced. Blau interprets this reduction to mean that unobserved center characteristics account for the previously reported relations between structural factors and process quality. Our concern, however, is that the center fixed-effect control is inappropriate. As Blau himself noted, this approach requires within-center variability in the structural characteristics. It is unlikely that classrooms in the same center are highly variable in terms of caregiver training, ratio, or group size, especially given that the model also controlled for type of classroom (infant/toddler vs. preschool). The inclusion of the specific center as a control variable resulted in an underestimation of effects. Health and Safety Indicators of Quality Global process quality measures such as the ECERS, CC-HOME, and Profile Assessment include health and safety indicators as a component of process quality. Research conducted in the medical and public health arenas has focused more exclusively on these indicators in relation to children’s physical health and safety. More hygienic practices by staff and children (Niffenegger, 1997; St. Sauver, Khurana, Kao, and Foxman, 1998) are associated with...