Early childhood specialization among ECEC educators and preschool children's outcomes: A systematic review and meta-analysis

被引：10

作者：

Nocita, Gabriella ^{[1
]}

Perlman, Michal ^{[1
]}

McMullen, Evelyn ^{[1
]}

Falenchuk, Olesya ^{[1
]}

Brunsek, Ashley ^{[1
]}

Fletcher, Brooke ^{[2
]}

Kamkar, Nellie ^{[1
]}

Shah, Prakesh S. ^{[1
,3
]}

机构：

[1] Univ Toronto OISE, Toronto, ON, Canada

[2] Alberta Childrens Prov Gen Hosp, Calgary, AB, Canada

[3] Mt Sinai Hosp, Toronto, ON, Canada

来源：

EARLY CHILDHOOD RESEARCH QUARTERLY | 2020年 / 53卷

关键词：

Educator early childhood specialization; Educator training; Early childhood education and care; Preschool; Child outcomes; Child care; CLASSROOM QUALITY; TEACHERS EDUCATION; ACADEMIC SKILLS; LANGUAGE;

D O I：

10.1016/j.ecresq.2019.10.006

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Educator early childhood specialization refers to educators having formal certifications, credentials, diplomas, and degrees in early childhood or a related area (e.g., early childhood education, child development, child psychology, child education, and special education). It is used frequently as an indicator in early childhood education and care (ECEC) quality improvement and other initiatives. However, the literature linking educator early childhood specialization to child outcomes has yielded mixed findings. The purpose of this systematic review and meta-analysis was to evaluate the associations between educator early childhood specialization and children's cognitive, academic, physical, social, emotional, and behavioral outcomes. We focused on preschool aged children. Searches of PsycINFO, ERIC, and Medline, websites of large databases, and reference sections of all included studies were conducted up to February 5, 2018. Title, abstract, and paper reviews were conducted by two independent raters to include studies that provided a statistical link between educator early childhood specialization and child outcomes. Sixteen eligible studies (21 samples, n=15,157 children) were included in the systematic review. Heterogeneity between studies was identified in terms of how educator early childhood specialization was operationalized, conceptualized, and measured. Results from the systematic review revealed very few significant associations. Five meta-analyses of homogenous studies revealed very weak positive associations between educator early childhood specialization and children's language and social skills. No significant associations were identified for children's mathematics, vocabulary, or letter identification skills. Methodological limitations of the literature and the current study, areas for future research, and implications for policy are discussed. (C) 2020 Elsevier Inc. All rights reserved.

引用

页码：185 / 207

页数：23

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