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.

中文翻译：

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早期教育项目的情感质量改善了语言学习：跨情境设计的儿童内部

比较不同质量的早期护理和教育教室中的儿童结果的观察性研究常常被儿童之间的差异所混淆。儿童内部设计，跨环境跟踪儿童，可以识别质量的影响，减少混淆。对澳大利亚儿童（N  = 1128，平均年龄 5 岁，48% 为女性，2.9% 为土著，种族数据不可用）进行了跨学前班、幼儿园和第 1 年（2010-2012 年）跟踪的分析，以评估观察到的质量（课堂评估评分系统）与认知发展的变化相关（Woodcock-Johnson III）。还研究了质量阈值。情感支持的增加与语言发展的改善有关 ( β = 0.54，95% CI [0.1–0.99]，大约 2.6 周的发育）。结果强调，情绪质量是早期学习不可或缺的重要组成部分。