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Child Care for Children in Poverty: Opportunity or Inequity?
Author(s) -
Phillips Deborah A.,
Voran Miriam,
Kisker Ellen,
Howes Carollee,
Whitebook Marcy
Publication year - 1994
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.1994.tb00764.x
Subject(s) - head start , socioeconomic status , poverty , child care , psychology , subsidy , quality (philosophy) , observational study , family income , demography , gerontology , environmental health , medicine , family medicine , developmental psychology , economic growth , political science , sociology , population , economics , philosophy , epistemology , pathology , law
Data from a nationally representative survey of child care centers and a 5‐site, observational study of centers were used to examine the quality of care provided to children from low‐income families. Comparisons were made to a national sample of centers; among Head Start, public school‐sponsored, and other community‐based subsidized centers; and among centers that served families from differing socioeconomic groups. The quality of care in centers that served predominantly low‐income children was adequate, but highly variable, with structural indices exhibiting higher quality than observations of global quality and of staff‐child interactions. When compared to Head Start and public school‐sponsored centers, the community‐based centers had smaller groups and fewer children per teacher for preschoolers, but also had less well educated and compensated staff. Centers that predominantly served children from upper‐income families provided the highest quality of care across multiple indices, and those that predominantly served children from middle‐income families almost uniformly provided the poorest quality of care. The centers that served children from low‐income families did not differ significantly in quality from the upper‐income centers on most indices. However, the teachers in these programs were observed to be less sensitive and more harsh than teachers in the centers that served more advantaged families. The implications of the findings for research and policy are discussed.