Emotional quality of early education programs improves language learning: A within-child across context design

Abstract

Observational studies comparing child outcomes in early care and education classrooms of differing quality are often confounded by between-child differences. A within-child design, tracking children across contexts, can identify the effects of quality with less confounding. An analysis of Australian children (N = 1128, mean age 5 years, 48% female, 2.9% Indigenous, ethnicity data unavailable) tracked across pre-K, K, and year 1 (2010–2012) was conducted to assess how changes in observed quality (Classroom Assessment Scoring System) were associated with changes in cognitive development (Woodcock–Johnson III). Thresholds of quality were also investigated. Increases in Emotional Support were associated with improved language development (β = 0.54, 95% CI [0.1–0.99], approximating 2.6 weeks development). Results highlight that emotional quality is an integral and potent component of early learning.