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Table 5 Comparing process quality ratings between Bridging Projects and regular daycare centers

From: Implementation and quality of an early childhood education program for newly arrived refugee children in Germany: an observational study

CLASS dimension

BPs

Daycare

BPs vs. daycare

(n = 41)

(n = 177)

t

df

p

d

Positive climate

6.16 (0.83)

6.04 (0.72)

0.42

52.53

0.674

0.61

Negative climate

6.87 (0.25)

6.74 (0.33)

2.78

80.24

0.007*

0.40

Teacher sensitivity

5.75 (0.91)

5.42 (0.79)

1.94

55.89

0.058

0.37

Behavior management

5.83 (1.10)

5.69 (0.77)

0.56

50.68

0.580

0.12

Productivity

5.55 (1.19)

4.92 (0.99)

3.12

51.97

0.003*

0.62

Social support

6.03 (0.66)

5.76 (0.56)

2.42

52.19

0.019*

0.47

 Language modeling

3.69 (1.34)

2.83 (0.83)

3.86

48.81

0.010*

0.88

  1. Means (standard deviations) per subscale and program type (lowest = 1, medium = 4, highest = 7); Welch test due to variance heterogeneity; n = 41
  2. BPs bridging projects, daycare regular and center-based daycare programs (n = 177)
  3. *p < 0.05