Children’s Perceptions of the Psychosocial Climate of School-age Child Care Programs
Document Type
Article
Publication Date
11-3-2009
Publication Title
Journal of Research in Childhood Education
DOI
10.1080/02568540509594549
Abstract
The purpose of this study was to further test the psychometric properties of a scale developed to measure children's perceptions of their after-school teacher and to understand the scale's relationship to the quality of the school-age child care program. Eleven after-school programs were observed and rated on program quality, and 146 children completed the VOT scale. Results found a positive and significant relationship between children's perceptions of the psychosocial climate of the after-school program and program quality. Overall, participating programs were of minimal quality and children had a more positive than negative perception of teachers. There were no significant gender differences on the VOT scale, but there were significant differences between age groups. First- and 2nd-graders had the highest mean score on the scale, while 5th- and 6th-graders had the lowest. The VOT has strong construct validity as well as relevance and utility in understanding overall program quality as perceived by the children who receive care.
Recommended Citation
Hall, Alice, Jennie Dilworth.
2009.
"Children’s Perceptions of the Psychosocial Climate of School-age Child Care Programs."
Journal of Research in Childhood Education, 20 (1): 37-48: Taylor & Francis (Routledge).
doi: 10.1080/02568540509594549 source: https://www.tandfonline.com/
https://digitalcommons.georgiasouthern.edu/ecology-facpubs/136
Comments
Copyright and Open Access: http://sherpa.ac.uk/romeo/issn/0256-8543/