Family child care in four Midwestern states: Multiple measures of quality and relations to outcomes by licensed status and subsidy program participation

Helen Raikes, Julia Torquati, Eunju Jung, Carla Peterson, Jane Atwater, Jackie Scott, Lana Messner

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

Quality of family child care in four Midwestern states was examined using four measures designed to assess structural and/or process quality to determine if dimensions converge or vary across types of family child care (licensed and license-exempt/registered) and subsidy receipt (programs serving children whose care is paid by subsidies and programs not serving subsidized children). Two instruments designed specifically for use with family child care that measure both structural and process quality were used (Family Day Care Rating Scale and Quality Instrument for Informal Child Care), as well as one instrument measuring process quality (Caregiver Interaction Scale) and one instrument measuring structural quality (Midwest Child Care Assets Index). The two instruments designed to measure both structural and process quality in family child care were highly correlated with each other, while both of these were moderately correlated with the measure of process quality. The measure of structural quality was not significantly correlated with the measure of process quality. Licensed family child care homes scored higher than license-exempt/registered family child care homes on three of the four measures (all but the Caregiver Interaction Scale), and family child care homes receiving child care subsidies scored lower than those not receiving subsidies on three of the four measures (all but the Assets Index).

Original languageEnglish (US)
Pages (from-to)879-892
Number of pages14
JournalEarly Childhood Research Quarterly
Volume28
Issue number4
DOIs
StatePublished - Jan 1 2013

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Keywords

  • Child care
  • Family child care
  • Quality
  • Subsidy

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

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