Richard M. Clifford

TL;DR: Evidence is provided that child-care quality has a modest long-term effect on children's patterns of cognitive and socioemotional development at least through kindergarten, and in some cases, through second grade, consistent with a bioecological model of development that considers the multiple environmental contexts that the child experiences.

TL;DR: The ECERS-R scale as mentioned in this paper has been expanded to 43 items and includes many improvements that will make this widely used resource even more valuable to early educators, such as: Interaction items such as staff-child interactions, interactions among children, and discipline.

TL;DR: The authors examined children's growth in school-related learning and social skills over the pre-Kindergarten (pre-K) year in state-funded programs designed to prepare children for kindergarten.

TL;DR: Featuring a new spiral binding, the updated ECERS-R (Early Childhood Environment Rating Scale-Revised) is now available in anew spiral binding.

TL;DR: It is found that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains, and raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.