Research

The Environment Rating Scales are used for a variety of purposes in the early childhood field. They were originally developed to meet the needs of two very different groups: researchers and practitioners who are interested in quality assessment and improvement.

For research purposes, the scales are soundly reliable when used by appropriately trained data collectors. Their flexible and comprehensive nature allows an exploration of the relationship between early childhood program quality and its varied causes and outcomes. For example, the scales have been used in studies on what structural variables (such as staff-child ratios, teacher education, cost, etc.) best predict program quality, represented by ERS scores. Also the ERS have been used to see the effects of program quality on how children develop certain aspects of competence, such as language ability, math readiness, and social skills.  The scales are amenable for use in a variety of research designs and analytical procedures.

For quality assessment and improvement, the scales are used in monitoring programs, evaluating programs to reward those with higher quality, evaluating the quality of programs to inform consumers/parents and especially to guide practitioners towards creating higher quality programs for the children they serve. Because of the well-defined levels of quality represented in the ERS, they are viewed as a “roadmap” to quality improvement. They are used in licensing, other program quality monitoring, and by program administrative staff, program improvement or technical assistance staff, coaches or mentors, and teachers. They are used in programs for typically developing children and children with developmental disabilities.

The scales are used not just in their country of origin, the United States, but world-wide for research and quality assessment and improvement. International use includes, but is not limited to, Canada, and various countries of Europe, Asia, and South America. They apply across varied cultures when desired outcomes required for success in a global society are desired goals for children.

Selected Research on the ERS and Early Childhood Program Quality

Aboud, F. E. (2006). Evaluation of an early childhood preschool program in rural Bangladesh. Early Childhood Research Quarterly, 21, 46-60.

Aboud, F. E., & Hossain, K. (2011). The impact of preprimary school on primary school achievement in Bangladesh. Early Childhood Research Quarterly, 26, 237–246. doi: 10.1016/j.ecresq.2010.07.001

Ang, L., Brooker, E., & Stephens, C. (2017). A review of the research on childminding: Understanding children’s experiences in home-based childcare settings. Early Childhood Education, 45, 261–270. doi: 10.1007/s10643-016-0773-2

Andersson, M. (1999). The Early Childhood Environment Rating Scale (ECERS) as a tool in evaluating and improving quality in preschools. Studies in Educational Sciences, 19.

Bailey, D. B., Harms, T., & Clifford, R. M. (1982). Comparison of preschool environments for handicapped and non-handicapped children. Topics in Early Childhood Special Education, 2(1), 9-20.

Bailey, D. B., Harms, T., & Clifford, R. M. (1983). Matching changes in preschool environments to desired changes in child behavior. Journal of Division of Early Childhood, 7, 61-88.

Bailey, D. B., Harms, T., & Clifford, R. M. (1983). Social and educational aspects of mealtimes for handicapped preschoolers: Observation and analysis. Topics in Early Childhood Special Education, 3(2), 19-32.

Barclay, K., & Benelli, C. (1995). Program evaluation through the eyes of a child. Childhood Education, 72(2), 91-97.

Sílvia Barros, S., & Aguiar, C.  (2010).  Assessing the quality of Portuguese child care programs for toddlers.  Early Childhood Research Quarterly, 25, 527-535.  doi: 10.1016/j.ecresq.2009.12.003

Benham, N., Miller, T., & Kontos, S. (1988). Pinpointing staff training needs in child care centers. Young Children, 43(4), 9-16.

Bergen, D. (1995). Quality of the literacy environment in day care and children’s development. Childhood Education, 71(3), 191-192.

Bisceglia, R., Perlman, M., Schaak, D., & Jenkins, J. (2009). Examining the psychometric properties of the Infant Toddler Environment Rating Scale-Revised Edition in a high stakes context. Early Childhood Research Quarterly, 24, 121–132. doi:10.1016/j.ecresq.2009.02.001

Bjørnestad, E., & Os, E.  (2018). Quality in Norwegian childcare for toddlers using ITERS-R.  European Early Childhood Education Research Journal, 26, 111-127.  doi: 10.1080/1350293X.2018.1412051

Boo, F. L., Dormal, M., & Weber, A. (2019). Validity of four measures of child care quality in a national sample of centers in Ecuador. PLoS ONE, 14(2), e0209987. doi: 10.1371/journal.pone/0209987

Bryant, D. M., Burchinal, M. R., Lau, L. B., & Sparling, J. J. (1994). Family and classroom correlates of Head Start children's developmental outcomes. Early Childhood Research Quarterly, 9(3/4), 289-309.

Bryant, D. M., Clifford, R. M., & Peisner, E. S. (1991). Best practices for beginners: Developmental appropriateness in kindergarten. American Educational Research Journal, 28(4), 783-803.

Bryant, D. M., Maxwell, K., Burchinal, M. R., & Lowman, B. (1997). The effects of smart start on the quality of preschool child care. Chapel Hill, NC: Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill.

Bryant, D. M., Maxwell, K. L., & Burchinal, M. (1999). Effects of a community initiative on the quality of preschool child care. Early Childhood Research Quarterly, 14(4), 449-464.

Bryant, D., Maxwell, K., Taylor, K., Poe, M., Peisner-Feinberg, E., & Bernier, K. (2003). Smart Start and preschool child care quality in NC: Change over time and relation to children’s readiness. Chapel Hill, NC: FPG Child Development Institute.

Bryant, D. M., Peisner, E. S., & Clifford, R. M. (1993). Evaluation of public preschool programs in North Carolina. Final report. Chapel Hill, NC: Carolina Policy Studies Program, Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill.

Bryant, D. M., Clifford, R., & Peisner-Feinberg, E. S. (1989). Best practices for beginners:  Quality programs for kindergartners.  Final report. Chapel Hill, NC: Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill.

Brunsek, A., Perlman, M., Falenchuk, O., McMullen, E., Fletcher, B., & Shah, P. S. (2017). The relationship between the Early Childhood Environment Rating Scale and its revised form and child outcomes: A systematic review and meta-analysis. PLOS ONE, 12(6), e0178512. doi: 10.138/journal.pone.0178512

Buell, M. J., & Cassidy, D. J. (2001). The complex and dynamic nature of quality in early care and educational programs: A case for chaos. Journal of Research in Childhood Education, 15(2), 209-220.

Bull, R., Yao, S. Y. & Ng, E. L. (2017). Assessing quality of kindergarten classrooms in Singapore: Psychometric properties of the Early Childhood Environment Rating Scale—Revised. International Journal of Early Childhood,49(1), 1-20. doi:10.1007/s13158-017-0180-x

Burchinal, M. (2018). Measuring early care and education quality. Child Development Perspectives, 12(1), 3–9. doi: 10.1111/cedp.12260

Burchinal, M. R., Cryer, D., Clifford, R. M., & Howes, C. (1999). Caregiver training and classroom quality in child care centers. Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill (unpublished manuscript).

Burchinal, M., Howes, C., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O.  (2008) Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher–child interactions and instruction.  Applied Developmental Science, 12, 140-153. doi: 10.1080/10888690802199418

Burchinal, M., Kainz, K., & Cai, Y. (2011). How well do our measures of quality predict child outcomes? A meta-analysis of data from large-scale studies of early childhood settings. In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 11–32). Baltimore, MD: Brookes Publishing Company.

Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40(5), 415–436. doi: 10.1016/S0022-4405(02)00107-3.

Burchinal, M. R., Peisner-Feinberg, E. S., Bryant, D., & Clifford, R. M. (2000). Children's social and cognitive development and child care quality: Testing for differential associations related to poverty, gender, or ethnicity. Applied Developmental Science, 4(3), 149-165.

Burchinal, M., Roberts, J. E., Zeisel, S. A., Hennon, E. A., & Hooper, S. (2006). Social risk and protective child, parenting, and child care factors in early elementary school years. Parenting: Science and Practice, 6, 79–113. doi: 10.1207/s15327922par0601_4

Burchinal, M. R., Roberts, J. E., Riggins, R., Zeisel, S. A., Neebe, E., & Bryant, D. (2000). Relating quality of center-based child care to early cognitive and language development longitudinally. Child Development, 71(2), 339-357.

Burriss, K.G. (2001). Research into practice. Journal of Research in Childhood Education, 16(1), 125-129.

Buysse, V., Wesley, P. W., Bryant, D., & Gardner, D. (1999). Quality of early childhood programs in inclusive and noninclusive settings. Exceptional Children, 65(3), 301-314.

Calder, P. (1996). Methodological reflections on using the Early Childhood Environment Rating Scale as a measure to make cross-national evaluations of quality. Early Childhood Development and Care, 126, 27-37.

Campbell, P. H., & Milbourne, S. A. (2005). Improving the quality of infant—toddler care through professional development. Topics in Early Childhood Special Education, 25(1), 3–14.  doi: 10.1177/02711214050250010101

Cassidy, D. J., Buell, M., Pugh-Hoese, S., & Russell, S. (1995). The effect of education on child care teachers’ beliefs and classroom quality: year one evaluation of the TEACH early childhood associate degree scholarship program. Early Childhood Research Quarterly, 10(2), 171-183.

Cassidy, D. J., Hestenes, L. L., Hegde, A., Hestenes, S., & Mims, S.  (2005).  Measurement of quality in preschool child care classrooms: An exploratory and confirmatory factor analysis of the early childhood environment rating scale-revised.  Early Childhood Research Quarterly, 20, 345-360.  doi:  10.1016/j.ecresq.2005.07.005

Clifford, R. M. (1993). Recent major studies of early childhood education in the U.S. in Encontro Sobre Educacao Pre-Escolar (pp. 55-61). Lisbon, Portugal: Fundacao Calouste Gulbenkian Serviicade Educacao.

Clifford, R. M., Bryant, D. M., & Peisner, E. S. (1989). Best practices for beginners: Quality programs for kindergartens. Chapel Hill, NC: Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill.

Clifford, R. M., Bryant, D. M., & Peisner, E. S. (1989). Developmental appropriateness of kindergartens in North Carolina. Raleigh, NC: NC-AEYC News, North Carolina Association for the Education of Young Children.

Clifford, R. M., Harms, T., & Cryer, D. (1990). Measures of reliability of three rating scales. Paper presented at the annual meeting of the National Association for the Education of Young Children, Washington, DC.

Clifford, R. M., & Neitzel, J. (2015, May). New ECERS-R virtual subscales. Paper presented at the National Smart Start Conference., Greensboro, NC. Available online at www.ersi.info.

Clifford, R. M., Rossbach, H. G., Burchinal, M. R., Lera, M. J., & Harms, T. (In preparation). Factor structure of the Early Childhood Environment Rating Scale (ECERS): An international comparison.

Clifford, R. M., Wenger, M., Lubeck, S., Gallagher, J. J., & Harms, T. (1987). Family needs for child care and early education. Chapel Hill, NC: Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill.

Cost, Quality, & Child Outcomes Study Team. (1995). Cost, quality and child outcomes in child care centers: Key findings and recommendations. Young Children, 50(4), 40-44.

Côté, S. M., Mongeau, C., Japel, C., Xu, Q., Séguin, J. R., & Tremblay, R. E. (2013), Child care quality and cognitive development: Trajectories leading to better preacademic skills. Child Development, 84, 752–766. doi:10.1111/cdev.12007

Cryer, D. (1999). Defining and assessing early childhood program quality. The Annals of the American Academy of Political and Social Science, 563, 39-55.

Cryer, D., & Burchinal, M. R. (1997). Parents as child care consumers. Early Childhood Research Quarterly, 12(1), 35-58.

Cryer, D., Clifford, R. M., & Harms, T. (1988). Day care center compliance and evaluation project: Final report. Chapel Hill, NC: Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill.

Cryer, D., & Phillipsen, L. (1997). Quality details: A close-up look at child care program strengths and weaknesses. Young Children, 55(5), 51-61.

Cryer, D., Tietze, W., Burchinal, M., Leal, T., & Palacios, J. (1999). Predicting process quality from structural quality in preschool programs: A cross-country comparison. Early Childhood Research Quarterly, 14(3), 339–361.

Deynoot-Schaub, M. J. G., & Riksen-Walraven, J. M. (2006). Peer contacts of 15-month-olds in childcare: Links with child temperament, parent–child interaction and quality of childcare. Social Development, 15, 709–729. doi:10.1111/j.1467-9507.2006.00366.x

Diaz, C. J., Arthur, L., Beecher, B., & McNaught, M. (2000). Multiple literacies in early childhood: What do families and communities think about their children’s early literacy learning? Australian Journal of Language and Literacy, 23(3), 230.

Early, D. M., Maxwell, K. L., Burchinal, M., Bender, R. H., Ebanks, C., Henry, G. T., Iriondo-Perez, J., Mashburn, A. J., Pianta, R. C., Alva, S., Bryant, D., Cai, K., Clifford, R. M., Griffin, J. A., Howes, C., Jeon, H., Peisner-Feinberg, E., Vandergrift, N., & Zill, N. (2007). Teachers’ education, classroom quality, and young children’s academic skills: Results from seven studies of preschool programs. Child Development, 78(2), 558-580.

Elardo, R., & Telzrow, K. (1985). Review of the early childhood environment rating scale. 9th Mental Measurements Yearbook. Lincoln: Buros Institute of Mental Measurement.

Epstein, A. (1999). Pathways to Quality in Head Start, Public School, and Private Nonprofit Early Childhood Programs (Statistical Data Included). Journal of Research in Childhood Education, 13(2), 101.

Farquhar, S. (1989). Assessing New Zealand child day care quality using the Early Childhood Environment Rating Scale. Early Child Development and Care, 47, 93-105.

Fiene, R., & Melnick, S. A. (1989). Licensure and program quality in child care and early childhood programs. Harrisburg, Pennsylvania: Pennsylvania State Department of Public Welfare.

File, N. K., & Kontos, S. (1993). The relationship of program quality to children’s play in integrated early intervention settings. Topics in Early Childhood Special Education, 13, 1-18.

Goelman, H. (1988). A study of the relationships between structure and process variables in home and day care settings on children's language development. In A. R. Pence(Ed), Ecological research with children and families: From concepts to methodology. Teachers College Press.

Goelman, H., & Pence, A. R. (1986). Toward the ecology of day care in Canada:  A research agenda for the 1980s. Canadian Journal of Education, 10(4), 323-344.

Goelman, H., & Pence, A. R. (1987a). The effects of child care, family and individual characteristics on children's language development. in D. Phillips (Ed), Quality in child care: What does research tell us?  NAEYC Monograph Series (Vol. 1). Washington, DC: National Association for the Education of Young Children.

Goelman, H., & Pence, A. R. (1987b). The relationship between family structure and child development in three types of day care. in S. Kontos, & D. Peters (Eds), Advances in Applied Developmental Psychology (Vol. 2 pp. 129-146). Norwood, NJ: Ablex.

Goelman, H., & Pence, A. R. (1988). Children in three types of day care: Daily experiences, quality of care and developmental outcomes. Early Child Development and Care, 33, 67-76.

Goelman, H., Forer, B., Kershaw, P., Doherty, G., Lero, D., & LaGrange, A. (2006). Towards a predictive model of quality in Canadian child care centers. Early Childhood Research Quarterly, 21, 280–295.

Gordon, R. A., Fujimoto, K., Kaestner, R., Korenman, S., & Abner, K. (2013). An assessment of the validity of the ECERS-R with implications for assessments of child care quality and its relation to child development. Developmental Psychology, 49(1), 146–160. doi: 10.1037/a0027899

Gordon, R. A., Hofer, K. G., Fujimoto, K. A., Risk, N., Kaestner, R., & Korenman, S.  (2015). Identifying high-quality preschool programs: New evidence on the validity of the Early Childhood Environment Rating Scale–Revised (ECERS-R) in relation to school readiness goals.  Early Education and Development, 26, 1086-1110.  doi: 10.1080/10409289.2015.1036348

Grammatikopoulos, V., Gregoriadis, A., Tsigilis, N., & Zachopoulou, E. (2017). Evaluating quality in early childhood education in relation with children outcomes in Greek context. Early Child Development and Care.88(12), 1816-1825. doi: 10.1080/03004430.2017.1289192

Hadeed, J.  (2014).  Reliability and validity of the Early Childhood Environment Rating Scale, Revised Edition, ECERS-R in Arabic.  Early Child Development and Care, 184, 819-842.  doi: 10.1080/03004430.2013.818991

Hagekull, B., & Bohlin, G. (1995). Day care quality, family and child characteristics and socioemotional development. Early Childhood Research Quarterly, 10(4), 505-526.

Harms, T. (2001). An effective plan for reaching the stars. All Together Now, 7(1), 3-4.

Harms, T. (1992). Designing settings to support high quality care. In B. Spodek, & O. Saracho (Eds), Yearbook of Early Childhood Education, Issues in Child Care (pp. 169-186). New York, NY: Teachers College Press.

Harms, T., & Clifford, R. M. (1983). Assessing preschool environments with the Early Childhood Environment Rating Scale. In B. Spodek (Ed), Studies in educational evaluation, special issue:  Evaluation in early childhood education (Vol. 8, Chap. 3, pp. 261-269).

Harms, T., & Clifford, R. M. (1993). Studying educational settings. In B. Spodek (Ed), Handbook of research on the education of young children (pp. 477-492). New York, NY: Macmillan Publishing Company.

Harms, T. (2000). Using the environmental rating scales as a catalyst for change. In C. S. L. Tan-Niam, & Q. M. Ling (Eds), Investing in our future: The early years (pp. 25-35). Singapore: McGraw-Hill Book Company.

Hautamäki, A., Kalliala, M., & Nabuco, M. (2000). Emergent trends in early childhood education: towards an ecological and psychohistorical analysis of quality. Finland: University of Helsinki.

Helburn, S. (Ed.). (1995). Cost, quality and child outcomes in child care centers: Technical report. Denver: University of Colorado, Department of Economics, Center for Research in Economic Social Policy.

Helburn, S., & Howes, C. (1996). Child care cost and quality. The Future of Children:  Financing Child Care, 6(2), 62-82.

Helburn, S. W., Culkin, M. L., Morris, J. R., & Clifford, R. M. (1995). The Cost, Quality, and Child Outcomes Study Theoretical Structure. In S. W. Helburn (Ed), Cost, Quality and Child Outcomes in Child Care Centers, Technical Report (pp. 11-29). Denver, CO: Economics Department, University of Colorado at Denver.

Henry, G., Ponder, B., Rickman, D., Mashburn, A., Henderson, L., & Gordon, C. (2004, December). An evaluation of the implementation of Georgia’s pre-k program: Report of the findings from the Georgia early childhood study (2002-03). Atlanta, GA: Georgia State University, School of Policy Studies, Applied Research Center.

Herrera, M. O., Mathiesen, M. E., Merino, J. M., & Recart, I. (2005). Learning contexts for young children in Chile: Process quality assessment in preschool centres. International Journal of Early Years Education, 13, 13–27.

Hestenes, L. L., Kontos, S., & Bryan, Y. (1993). Children’s emotional expression in child care centers varying in quality. Early Childhood Research Quarterly, 8, 295-307.

Holloway, S. D., Kagan, S. L., Fuller, B., Tsou, L., & Carroll, J. (2001). Assessing child-care quality with a telephone interview. Early Childhood Research Quarterly, 16(2), 165-189.

Hong, S.L.S., Howes, C., Marcella, J., Zucker, E., & Huang, Y. (2015). Quality rating and improvement systems: Validation of a local implementation in LA County and children’s school-readiness. Early Childhood Research Quarterly, 30(Part B), 227–240. doi: 10.1016/j.ecresq.2014.05.0

Hooper, A., & Hallam, R. (2017). Exploring the relationship between global quality and group engagement in toddler child care classrooms. Journal of Research in Childhood Education, 31(2), 215–226. doi: 10.1080/02568543.2016.1273287

Howes, C. (1997). Children’s experiences in center-based child care as a function of teacher background and adult:child ratio. Merrill-Palmer Quarterly, 43(3), 404-425.

Howes, C., Phillipsen, L., & Peisner-Feinberg, E. S. (2000). The consistency of perceived teacher-child relationships between preschool and kindergarten. Journal of School Psychology, 38(2), 113-132.

Howes, C., & Smith, E. W. (1995). Relations among child care quality, teacher behavior, children’s play activities, emotional security, and cognitive activity in child care. Early Childhood Research Quarterly, 10(4), 381-404.

Hughes-Belding, K., Hegland, S., Stein, A., Sideris, J., & Bryant, D. (2012). Predictors of global quality in family child care homes: Structural and belief characteristics. Early Education and Development, 23, 697–712. doi: 10.1080/10409289.2011.574257

Iruka, I. U., & Morgan, J. (2014). Patterns of quality experienced by African American children in early education programs: Predictors and links to children’s preschool and kindergarten academic outcomes. The Journal of Negro Education, 83, 235–255. doi:10.7709/jnegroeducation.83.3.0235

Iutcovich, J., Fiene, R., Johnson, J., Koppel, R., & Langan, F. (1997). Investing in Our Children’s Future: The Path to Quality Child Care through the Pennsylvania Child Care/Early Childhood Development Training System. Pennsylvania: Keystone University.

Jackson, B., Larzelere, R., St. Clair, L., Corr, M., Fichter, C., Egertson, H.  (2006).  The impact of HeadsUp! Reading on early childhood educators’ literacy practices and preschool children's literacy skills.  Early Childhood Research Quarterly, 21, 213-226.  doi:  10.1016/j.ecresq.2006.04.005

Kagan, S. L., Clifford, R. M., Helburn, S. W., & The Research Team. (1995). Major findings and recommendations. In S. W. Helburn (Ed.), Cost, Quality and Child Outcomes in Child Care Centers, Technical Report. Denver, CO: Department of Economics, University of Colorado at Denver.

Kärrby, G. (1999). Conceptions of quality in early childhood education: An analysis of rationales for the rating quality with the ECERS. Paper presented at the EECERA 9th European conference, Helsinki, Finland.

Kärrby, G., & Giota, J. (1994). Dimensions of quality in Swedish day care centers: An analysis of the Early Childhood Environment Rating Scale. Sweden: Göteborg University, Department of Education and Educational Research.

Kärrby, G., & Giota, J. (1995). Parental conceptions of quality in daycare centers in relation to quality measured by the ECERS. Early Child Development and Care, 110(95), 1-18.

Kärrby, G., & Giota, J. (1994). Dimensions of quality in Swedish day care centers:  An analysis of the Early Childhood Environment Rating Scale. Early Child Development and Care, 104, 1-22.

Kontos, S., & Fiene, R. (1987). Child care quality, compliance with regulations, and children's development: The Pennsylvania study. Washington, DC: National Association for the Education of Young Children.

Kontos, S., & Stevens, R. (1985). High quality child care: Does your center measure up? Young Children, 40(2), 5-9.

Kotch, J. B. (1990). Reduction in transmission of disease in child care settings:  Final report. Chapel Hill, NC: Department of Maternal and Child Health, University of North Carolina at Chapel Hill.

Kotch, J. B., Weigle, K. A., Weber, D. J., Clifford, R. M., Harms, T., Loda, F. A., Gallagher, Jr. P. N., Edwards, R. W., LaBorde, D., McMurray, M. P., Rolandelli, P. S., & Faircloth, A. H. (1994). Evaluation of hygienic intervention in child day-care centers. Pediatrics, 94(6), 991-994.

Kwan, C., Sylva, K., & Reeves, B. (1988). Day care quality and child development in Singapore. Early Child Development and Care, 144, 69-77.

La Paro, K. M., Pianta, R. C., & Stuhlman, M. (2004). The classroom assessment scoring system: Findings from the prekindergarten year. The Elementary School Journal, 104(5), 409-426.

La Paro, K. M., Williamson, A. C., & Hatfield, B. (2014). Assessing quality in toddler classrooms using the CLASS-Toddler and the ITERS-R. Early Education and Development, 25, 875-893. doi: 10.1080/10409289.2014.883586

Layzer, J., Goodson, B., & Moss, M. (1993). Observational study of early childhood programs, Final report, Volume I: Life in preschool. Cambridge, MA: Abt Associates.

Lera, M. J. (1996). Education under five in Spain: A study of preschool classes in Seville. European Journal of Psychology of Education, 11(2), 139-150.

Lera, M. J., & others. (1996). Quality of educational settings for four-year-old children in England. European Early Childhood Education Research Journal, 4(2), 21-32.

Lewis, C. A. (1999). A study of quality of preschools in Pasadena: Investigating the role of economic, physical, and convenience factors (California). Dissertation Abstract International, 60(5A), 1445.

Lin, Y-C., & Magnuson, K. A. (2018). Classroom quality and children’s academic skills in child care centers: Understanding the role of teacher qualifications. Early Childhood Research Quarterly, 42, 215–227. doi: 10.1016/j.ecresq.2017.10.003

Love, M. A. (2001). Changing a child care system through director leadership and environment. Dissertation Abstract International, 62(2A), 473.

Love, J. M., Constantine, J., Paulsell, D., Boller, K., Ross, C., Raikes, H., . . .  Brooks-Gunn, J. (2004). The role of Early Head Start programs in addressing the child care needs of low-income families with infants and toddlers: Influences on child care use and quality. Washington, DC: U.S. Department of Health and Human Services.

Lyon, M. E., & Canning, P. M. (1997). Auspice, location, provincial legislation and funding of day care in Atlantic Canada: Relationships with centre quality and implications for policy. Canadian Journal of Research in Early Childhood Education, 6(2), 139-55.

Makin, L., Hayden, J., & Diaz, C. J. (2000). High-quality literacy programs in early childhood classrooms. Childhood Education, 76(6), 368.

Makin, L., & McNaught, M. (2001). Multiple perspectives on early literacy: Staff and parents speak out. Australian Journal of Language and Literacy, 24(2), 133.

Manning, M., Garvis, S., Fleming, C., & Wong, G.T.W. (2017). The relationship between teacher qualification and the quality of the early childhood education and care environment. A Campbell Systematic Review. Retrieved from campbellcollaboration.org.

Mathers, S., Linskey, F., Seddon, J.,  & Sylva, K.  (2007). Using quality rating scales for professional development: Experiences from the UK.  International Journal of Early Years Education, 15, 261-274.  doi:  10.1080/09669760701516959

Maxwell, K., & Bryant, D. (1996). Overall summary of Smart Start Evaluation 1994-95 Child Care Data. Chapel Hill, NC: Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill.

Maxwell, K., Bryant, D., & Bernier, K. (1997). Child care in the pioneer partnerships, 1994 and 1996.  Chapel Hill, NC: Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill.

McCartney, K. (1984). Effects of quality of day care environment on children's language development. Developmental Psychology, 20(2).

McCartney, K., Scarr, S., Phillips, D., & Grajek, S. (1985). Day care as intervention:  Comparisons of quality day care programs. Journal of Applied Developmental Psychology, 6(3), 247-260.

McCartney, K., Scarr, S., Phillips, D., Grajek, S., & Schwarz, J. C. (1982). Environmental differences among day care centers and their effects on children's development. In E. F. Ziegler, & E. W. Gordon (Eds.), Day Care: Scientific and Social Policy Issues. Boston, MA: Auburn House.

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