The mean, standard deviation, and range of subscale and composite scores on the FDCRS for this statewide sample are presented in Table 2.
To determine the impact of caregiver education, one-way ANOVAs were computed to examine four levels of education relative to FDCRS subscale and composite scores.
Further, we specifically examined the impact of specialized early childhood training on the quality scores in this sample of family child care homes by conducting one-way ANOVAs to examine four levels of early childhood professional development (none, TECTA, CDA, or 2year degree or higher in an early childhood education program) relative to FDCRS subscale and composite scores.
Hierarchical multiple regression was used to examine the degree to which professional development (i.e., TECTA and CDA), caregiver highest education level (i.e., some college, 2-year degree, and 4-year degree or higher), and the interaction between education variables (i.e., TECTA and caregiver highest education level or CDA and caregiver highest education level) predicted the five FDCRS subscales and composite scores.
In this sample of family child care providers, targeted professional development in early childhood education (i.e., TECTA) had the strongest positive impact on FDCRS scores as compared to general educational level.
(15) La escala FDCRS evalua siete dimensiones de los ambientes de cuidado infantil, a saber: 1) espacio y muebles, 2) rutinas de cuidado personal, 3) lenguaje y razonamiento, 4) actividades de aprendizaje, 5) interaccion, 6) estructura del programa y 7) padres y personal.
Medidas de calidad de cuidado en hogares comunitarios de bienestar tradicionales Educacion de las FDCRS total FDCRS FDCRS procesos madres comunitarias infraestructura Escala 1 a 7 Escala 1 a 7 Basica primaria 2,72 1,88 2,89 Tecnica / Tecnologa 3,03 2,17 3,20 Promedio total 3,10 2,30 3,20 Educacion de las KIDI Educacion madres comunitarias (% correcto) MC (anos) Basica primaria 0,53 Tecnica / Tecnologa 0,60 Promedio total 0,57 9,3 FDCRS: Escala estandarizada de calidad en centro (Fomily Doy Core Roting Scole).
Correlations between the different scales of the FDCRS and the PANSS in each of the two inpatient groups were evaluated using Pearson's correlation coefficients.
Table 1 shows the mean scores of the three groups for the FDCRS subscales as well as for emotional expression and duration of dream report.
No significant correlations were found between the PANSS subscales and the different FDCRS parameters among the nonschizophrenic inpatients.
Finally, the FDCRS, to the best of our knowledge, has not been used previously in schizophrenic adolescents.
These types of activities were included in the FDCRS
(Harms & Clifford, 1989) as important for family child care providers to include in their daily routines.