Early care and education settings as contexts for socialization: New directions for quality assessment

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 fou...

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Bibliographic Details
Published in:Child development perspectives 2022-09, Vol.16 (3), p.127-133
Main Authors: Phillips, Deborah A., Johnson, Anna D., Iruka, Iheoma U.
Format: Article
Language:English
Subjects:
Child Behavior
Child Care
Child Development
Children
Classroom behaviour
Classroom Techniques
Classrooms
Cultural sensitivity
Culturally Relevant Education
early care and education
Early Childhood Education
Educational Quality
Emotional development
equitable classrooms
Evaluation Methods
Peer Relationship
Preschool Children
Quality assessment
Scaffolding (Teaching Technique)
Social development
Social Emotional Learning
Socialization
social–emotional development
Teachers
Well Being
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Summary: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.
ISSN:1750-8592
1750-8606
DOI:10.1111/cdep.12460