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Early Care and Education Settings as Contexts for Socialization: New Directions for Quality Assessment

Phillips, D. A., Johnson, A. D., & Iruka, I. U.
June
2022

From the abstract: "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."

Citation

Phillips, D. A., Johnson, A. D., & Iruka, I. U. (2022). Early care and education settings as contexts for socialization: new directions for quality assessment. Child Development Perspectives, 16(3), 127-133.

DOI

10.1111/cdep.12460