Emotional quality of early education programs improves language learning: A within-child across context design

Peter Sheldon Rankin; Sally Staton; Azhar Hussain Potia; Sandy Houen; Karen Thorpe

doi:10.1111/cdev.13811

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Emotional quality of early education programs improves language learning: A within-child across context design

Journal article

Open access

Peer reviewed

Emotional quality of early education programs improves language learning: A within-child across context design

Peter Sheldon Rankin, Sally Staton, Azhar Hussain Potia, Sandy Houen and Karen Thorpe

Child Development, Vol.93(6), pp.1680-1697

2022

DOI: https://doi.org/10.1111/cdev.13811

PMID: 35699730

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Abstract

emotional quality

cognitive development

language development

language learning

learning outcomes

Observational studies comparing child outcomes in early care and education classrooms of differing quality are often confounded by between-child differences. A within-child design, tracking children across contexts, can identify the effects of quality with less confounding. An analysis of Australian children (N = 1128, mean age 5 years, 48% female, 2.9% Indigenous, ethnicity data unavailable) tracked across pre-K, K, and year 1 (2010-2012) was conducted to assess how changes in observed quality (Classroom Assessment Scoring System) were associated with changes in cognitive development (Woodcock-Johnson III). Thresholds of quality were also investigated. Increases in Emotional Support were associated with improved language development (β = 0.54, 95% CI [0.1-0.99], approximating 2.6 weeks development). Results highlight that emotional quality is an integral and potent component of early learning.

Details

Title: Emotional quality of early education programs improves language learning: A within-child across context design
Authors: Peter Sheldon Rankin (Corresponding Author) - The University of Queensland
Sally Staton - The University of Queensland
Azhar Hussain Potia - The University of Queensland
Sandy Houen - The University of Queensland
Karen Thorpe - The University of Queensland
Publication details: Child Development, Vol.93(6), pp.1680-1697
Publisher: Wiley-Blackwell Publishing, Inc.
Date published: 2022
DOI: 10.1111/cdev.13811
ISSN: 1467-8624; 0009-3920
PMID: 35699730
Copyright note: This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction inany medium, provided the original work is properly cited and is not used for commercial purposes. © 2022 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.
Data Availability: The data necessary to reproduce the analyses presented here are not publicly accessible. Code and materials to replicate the analyses are publicly accessible and available from the first author. The analyses presented here were not preregistered.
Grants: ARC Centre of Excellence for Children and Families over the Life Course, CE200100025, Australian Research Council (Australia, Canberra) - ARC
Assessing the effectiveness of early childhood education and care (ECEC) programs in Australian communities, LP0990200, Australian Research Council (Australia, Canberra) - ARC
Organisation Unit: Thompson Institute
Language: English
Record Identifier: 991149537902621
Output Type: Journal article

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