A Descriptive Study of the Relationship Between Literacy Quality and Global Quality in Family Child Care Programs Engaged in Quality Rating and Improvement Systems

• Published in: Child & youth care forum 2018-10, Vol.47 (5), p.725-745
• Main Authors: Buell, Martha J., Hooper, Alison, Hallam, Rena A., Han, Myae
• Format: Article
• Language: English
• Subjects: Behavioral Science and Psychology; Case Studies; Child and School Psychology; Child Care; Children; Correlation; Cross-sectional studies; Data; Educational Quality; Educational systems; Family Environment; Language Acquisition; Literacy; Measurement; Observation; Opportunities; Original Paper; Psychology; Quality; Rating Scales; Ratings & rankings; Writing (Composition)
• ISSN: 1053-1890; 1573-3319
• DOI: 10.1007/s10566-018-9455-0

Background Family Child Care (FCC) is an important sector of the early care and education system, and is included in most state-wide Quality Rating and Improvement Systems (QRIS). The sparse data on the literacy opportunities available in FCC are concerning from a QRIS perspective. Currently, there are no data on the relationship between global, and literacy specific measures of quality, and how these correspond to QRIS ratings in FCC settings. Objective To provide empirical, descriptive data on the language and literacy opportunities found in FCC programs participating in statewide QRIS, and to explore the relationship between measures of global quality, literacy quality and QRIS ratings. Method This is a descriptive, cross-sectional study based on 66 FCC programs participating in QRIS in two states. Observational data were collected via the FCC Environmental Rating Scale–Revised and the Child/Home Early Language and Literacy Observation and compared with state administrative data on QRIS Level. It was hypothesized that global quality, literacy quality and QRIS scores will be positively related. Results The global and domain-specific quality measures were positively correlated with each other, and both were positively correlated with QRIS rating. Conclusions While the relationship between global quality and literacy quality and QRIS ratings was expected, the level of quality of the literacy environment was modest. While FCC programs were equipped with books, other literacy features, in particular writing opportunities were lacking. Discussion and guidance regarding global and domain specific measurement and the ways these shape QRIS supports for FCC are offered.