QUINCE: Quality Interventions in Early
Care and Education
Timeline
2003-2007
Research Questions
Research Questions
- This intervention study tests hypotheses concerning environmental quality as an outcome, as well as children’s outcomes in broad domains across different levels of quality, as possible moderators of the program effects, and the fidelity of the intervention.
Project Support
Funded by University of North Carolina - Chapel Hill, with support from the U.S. Department of Health and Human Services/Administration for Children and Families
Funded by University of North Carolina - Chapel Hill, with support from the U.S. Department of Health and Human Services/Administration for Children and Families
Project Summary
This study evaluated an assessment-based, individualized on-site consultation model of child care provider training with a special emphasis on family child care, including license-exempt care. The Partnerships for Inclusion (PFI) model consists of two main components developed at the Frank Porter Graham Child Development Institute—the widely used Environmental Rating Scales assessment tools that index quality (ITERS, ECERS, FDCRS) by Harms, Clifford, and Cryer; and the theory-based, collaborative, problem-solving model of consultation developed by Wesley and proven effective in two studies of quality enhancement (Palsha & Wesley, 1998; Wesley, 1994). A strength of the PFI model is that consultants are able to tailor the technical assistance they offer the provider to the unique needs and varied work environments of the provider (i.e., those with literacy or ESL issues, those new to child care, those working in low-income and/or rural settings). In five states—Minnesota, Iowa, North Carolina, Nebraska, and northern and southern California—the model was delivered to entry-level providers through partnerships with two to five local or state service partner agencies. The delivery of the PFI systematic approach in multiple service systems resulted in variations that were evaluated as part of the research.
The research design includes randomization at both the consultant and provider levels, lagged entry of consultants into the intervention group, short-term and long-term follow-up of quality outcomes, control for sample attrition, and a sophisticated analysis plan. The study will provide useful information and direction to states and agencies trying to improve the quality of early childhood education, in the widely used settings of family child care provider homes and license-exempt care.
