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Research Findings. The current study looks at the validity of a voluntary self-report Quality Rating and Improvement System (QRIS) and the characteristics of participating childcare centers. The self-reported quality indicators are compared to external ratings of quality (ECERSR) and correlated with variables such as size of center and number of state subsidy clients. ECERS-R scores were unrelated to capacity but significantly lower for centers with a large percentage of state supported clients. Regarding self-reported quality, centers frequently underreported their quality and what was claimed was not always externally validated, suggesting a self-report QRIS may not be an accurate assessment of quality. Additionally, no significant differences in quality were found between centers participating and those not-participating in the self-report QRIS. Practice or Policy. Self-reported childcare quality was not accurate in this study. Although providers over-reported some quality, they frequently under-reported quality, by claiming fewer indicators than external validators found. When centers are unmotivated to participate in a voluntary, self-report QRIS, when items reported are the easiest to report, and when existing quality indicators are unreported, a self-reported QRIS cannot validly reflect quality. Because providers both over reported and under-reported quality criteria, it is doubtful the system truly incentivizes desired quality changes.

The purpose of the current research was: (1) To assess differences in early numeracy, phonological awareness, receptive language, executive functioning, and working memory for children in two childcare settings (family and center); (2) To determine whether applied measures of phonological awareness and executive functioning could serve as predictors of numeracy performance. Children (N = 89) ranging in age from 39 to 75 months were recruited from state-licensed childcare centers and family childcare homes. Teacher ratings of executive functioning were significantly related to early number skills, phonological awareness, and receptive language, but none of the parent ratings were significantly related to the child scores. The overall model did not differ between center and family childcare children. Phonological awareness was a significant predictor of number skills for both younger and older children. Receptive language skills were the best predictor of early numeracy performance for younger children and the best predictor for older children was phonological working memory measured by a non-words repetition task. These results suggest a connection between children’s numeracy skills and a developmental change from receptive language skills to phonological working memory skills.

A child���s executive function (aspects: working memory, response inhibition, and set-shifting between sets of rules) capabilities have been found to strongly relate to their mathematics skills. However, while the relationship has been strongly supported by researchers, a consensus has not been reached regarding the specifics of the relationship between executive function and math skills, including which executive function aspect is most predictive of mathematical performance and the differences in said relationship that might be found when examining both numeracy, such as counting skills and basic operations, and geometry skills. The lack of consensus may be in part because researchers have assessed both executive function and mathematics in a variety of ways. To address the consensus issue, this study used a panel of face-to-face measures of executive function, a paper-and-pencil measure of executive function, and a broader measure of mathematical performance than has typically been used, one including numeracy and geometry. Using a longitudinal approach, with two assessment periods about six months apart (M = 5.61 mos., SD = 1.12), this study examined this relationship among 118 children (61 girls), ages 39 to 68 months (M = 52.58, SD = 6.35), living in both rural (n = 64) and urban (n = 54) areas in a state in the western United States. A longitudinal approach allowed for comparisons between results from the two assessment periods. Results suggest that while numeracy and geometry skill among preschool-age children are connected, there are some independent elements. Additionally, because of rapid cognitive growth, age is an important factor when selecting both assessments and analytic strategies, as statistically significant variations in the predictive power of measures and strategies occurred between assessment periods. Connections between younger children���s executive function and numeracy skills appeared to be best assessed through a non-number-based measure, older children���s numeracy ability can be predicted by a greater variety of executive function measures. Face-to-face executive function measures included in this study were more predictive of numeracy skill than geometry skill, and geometry skill appears to be connected to inhibitory control. Differences between rural and urban children were found on numeracy skill and working memory ability, but not on geometry skill. Statistically significant differences by gender were found on an inhibitory control measure, with boys scoring higher than girls in our sample.

The purpose of the current research was: (1) To assess differences in early numeracy, phonological awareness, receptive language, executive functioning, and working memory for children in two childcare settings (family and center); (2) To determine whether applied measures of phonological awareness and executive functioning could serve as predictors of numeracy performance. Children (N = 89) ranging in age from 39 to 75 months were recruited from state-licensed childcare centers and family childcare homes. Teacher ratings of executive functioning were significantly related to early number skills, phonological awareness, and receptive language, but none of the parent ratings were significantly related to the child scores. The overall model did not differ between center and family childcare children. Phonological awareness was a significant predictor of number skills for both younger and older children. Receptive language skills were the best predictor of early numeracy performance for younger children and the best predictor for older children was phonological working memory measured by a non-words repetition task. These results suggest a connection between children’s numeracy skills and a developmental change from receptive language skills to phonological working memory skills.