CHILDRENS EXPERIENCES IN CENTER-BASED CHILD-CARE AS A FUNCTION OF TEACHER BACKGROUND AND ADULT - CHILD RATIO

The relation between teacher background and adult:child ratio in cente r-based child care was examined in two representative samples: the Cos t, quality, and Outcome Study (N = 655 classrooms and 760 children) an d the Florida Quality Improvement Study (N = 410 classrooms and 820 ch ildren). Classrooms were classified according to whether the observed adult:child ratio met professional standards and by the background (fo rmal education and early childhood education training) of the lead tea cher. We compared children and teacher behaviors based on these classi fications. In both samples, teacher background made an independent con tribution, distinguishing between teaching behaviors, children's activ ities, and outcomes. Teachers with the most advanced education were mo st effective. Teachers with associate of arts degrees and CDA certific ates were more effective than teachers with some college or just high school plus workshops. In the Cost, Quality, and Outcome study, but no t the Florida Quality Improvement Study, classrooms that complied with professional standards also had teachers with more effective teaching and more positive child outcomes. There were no interactive effects o f ratio and teacher background.