Learning Approaches for Low-Income Children: Child Care Quality and Social Knowledge

Lisa Knoche, University of Nebraska-Lincoln
Carolyn P. Edwards, University of Nebraska - Lincoln

Document Type Article

Abstract

• This study is jointly funded through a Child Care Research Scholar Grant as well as Head Start Research Grant. • The developmental context of young children affects social relationships, cognitive processes and over well-being (Bronfenbrenner, 1977; Lerner, 1984). • Early childhood education is evolving to recognize the “whole” child. • The primary objective of the proposed study is to understand the relationship between child care quality in preschool classrooms, child social knowledge and competence, and learning outcomes for lowincome children. • This research is innovative because children’s accurate perceptions of their social environment, as an indirect measure of their engagement in the environment, will be directly assessed; the assessment is a unique methodological strategy. • The findings will be important because understanding the influence of child care quality on child social knowledge, competence, and learning outcomes will help inform child care providers and administrators about strategies to improve the overall success of children in their care, as well as educate policy makers on a cost-effective approach that may positively affect young children’s pre-academic skills.