The Between Regulations And Quality

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Childcare centers entails state licensing standards that involve minimum requirements (Apple, 2006). According to Maher et al., (2000), licensing and standards affected program quality in positives ways. Rigby et al., (2007) noted that higher quality childcare centers required higher teacher credentials and professional development. The relationship between regulations and quality childcare includes both structural and process quality. Structural variables were easy to measure such as average group size, learning centers, materials at those centers whereas process variable consists of quality care that were hard to measure (Whitebook, Sakai, & Howes, 2004). NAEYC accredited programs were more stringent in regulations and higher in quality…show more content…
Of those facilities, 995 (23%) were accredited and 3330 (77%) were not accredited. The researchers used data available for public use located on the DCF website. All of the facilities in the counties that were under the jurisdiction of DCF were analyzed using 4 years of data from January 2007 until December 2010. Statistical data analysis was conducted using mean, standard deviations, frequency, and percentages. The results indicated that the Class I violations were low in Gold Seal programs than programs that were not Gold Seal accredited. Class I violations were the most serious and posed an imminent threat to child’s safety; class II violations were less serious and class III violations were less serious and but could pose low potential harm. Findings suggested that children who attended facilities that were not Gold Seal accredited were more at risk of a Class I violations. The study suggests that accredited programs have better quality than non-accredited programs (Winterbottom & Jones). Maher Ridley, McWilliam, and Oates (2000) conducted a mixed method research study that investigated the quality of childcare programs based on engagement. The engagement was defined as the amount of time children spent interacting with the environment that included adults, peers, or materials in a developmentally and contextually appropriate manner. There were 46 toddler classrooms and 12 preschool classrooms; 30 of those classrooms
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