Composition effects in center-based daycare...2017/08/11 · Anna Marina Pomykaj & Dr. Nina Hogrebe 6 Data • Project “Context effects of preschools: language skills at school

Composition effects in center-based daycareChild demographics, risk factors and children‘s languagecompetencies

Anna Marina Pomykaj, Dr. Nina Hogrebe

Composition effects in center-based daycare

Anna Marina Pomykaj & Dr. Nina Hogrebe 2

Theoretical background

• School success and participation depend on language competencies (Lisker 2011, Dixon 2011)

• In Germany, 15% to 50% of all children lack proficiency in the German language (especially when having a migration background or low socioeconomic status)

• Socioecological and sociocultural theories on human development (e.g. Bronfenbrenner 1990, Vygotski1978): Stimulating environment and social interactions are relevant for language development



Context: Daycare centers

• Child-teacher & peer interactions exert influence on children (Wetzel 2011)

• Preschool composition varies (e.g. Anders et al. 2012)

• On average 20% to 30% of children not speaking German at home or having a migration background • Variation from zero to more than 80% • Standard deviations of 20% to 30%

• Segregation is observed within cities and city districts (Hogrebe 2014, 2016)



Current state of research – statement to research problem

• Social and ethnic composition influence student achievement (Thrupp, Lauder & Robinson 2002)

• Risk factors like preterm birth, low birth weight or inadequate parental care more important thandemographic characteristics (e.g. Fantuzzo, LeBoeuf, and Rouse 2014)

• Findings in early childhood education scarce• Mean cognitive and linguistic skills of peer group affects children‘s language development (Henry & Rickman 2007,

Mashburn et al. 2009, Justice et al. 2011) limited peer group size• Socioeconomic composition of preschools relevant (Schechter & Bye 2007, de Haan et al. 2013, Reid & Ready 2013)

other risk factors not included in context studies



Research questions

• Does the proportion of at-risk children in daycare settings affect child language skills at school entry? • And if so, which composition factors are decisive?



Data

• Project “Context effects of preschools: language skills at school entry” (KomiK) (funded by DFG)• Information provided by compulsory school entry examination (SEE) from 2010/11 to 2015/16 in a

municipality with 300,000 inhabitants: 14,333 children in 172 daycare centers• social pediatric developmental screening including language skills• Background characteristics: family background, migration and (biological) risk-factors• Preschool composition in 2009/10, 2010/11, 2011/12 and 2012/13

• Supplemented by a preschool survey: Institutional structure, linguistic education and language-oriented activities (response rate of about 50%)

• Effective sample size: 7,604 children in 84 daycare centers



Variables – OutcomesVariable Value Mean SD Min MaxArticulation 0 to 10 9.4 1.1 0 10Pluralization 0 to 7 6.2 1.6 0 7Preposition 0 to 8 6.6 1.8 0 8Phonetics 0 to 6 5.3 1.1 0 6

Variable Value n Freq.

Grammar skills

0 = deficient

1 = borderline

2 = normal

1,206

1,430

4,968

15.9%

18.8%

65.3%

German skills

0 = none

1 = some

2 = good

175

687

6,742

2.3%

9.0%

88.7%



Variables – OutcomesVariables

Components

1 2

Articulation 0.861Pluralization 0.870Preposition 0.898Phonetics 0.685Grammar competencies 0.812Note.Z‐standardizedvariables.Rotatedcomponentmatrix.Principalcomponentanalysis.Varimax withKaiser‐normalization.Cronbach’sAlphawithcomponentsofextraction1=0.846.Cronbach’sAlphawithcomponentsofextraction2=0.402.


9

Variables: Individual child characteristicsValue Mean SD Min Max

Age In years 5.72 0.39 3.25 7.58

Duration In years 3.43 0.85 0.17 6.75

Value FreqSex 0=female

1=male48.2%51.8%

Prematurely born 0=no1=yes

85.7%14.3%

Weekly dosage 1=25 hours2=35 hours3=45 hours

5.9%39.7%54.4%

Older siblings 0=yes1=no

52.2%47.8%

Value FreqSingle parenthousehold

0=no1=yes

86.80%13.20%

Mother tongue 0=German1=(German and) other

71.40%28.60%

Parents' German skills

0=none1=some2=good

3.50%6.20%

90.30%Preventive examinations

0=complete1=incomplete

92.10%7.90%

Non-formal educationalactivities

0=yes1=no

76.70%23.30%

Cumulative risk 0=no1=yes

86.10%13.90%

Anna Marina Pomykaj & Dr. Nina Hogrebe



Variables – Preschool characteristicsMean SD Min Max Missing

Staff-child-ratio 5.66 1.20 3.56 8.47 8.30%

Value Freq MissingLanguage-related topics in team meetings

less than every 3 monthsone to two times in 3 months

once a monthmore than once a month

6.00%32.10%28.60%31.00%

2.40%

Professional training 0=no1=yes

19.00%79.80%

1.20%

Co-operation 0=no1=yes

66.70%31.00%

2.40%



Variables – Preschool Composition (in %)Mean SD Min Max

Migration background 27.0 20.5 0.0 81.1Need of language support 20.4 17.1 0.0 66.5Non-formal educational activities 22.8 21.0 0.0 77.7Preventive health examinations 7.4 5.7 0.0 26.6Premature birth 14.3 04.4 0.0 33.4Cumulative risk 13.5 14.7 0.0 60.1Poverty 24.7 28.5 0.0 92.0



Multicollinearity of composition variables (correlation analysis)

(1) (2) (3) (4) (5) (6) (7)

Migration background (1) 1Need of language support (2) 0.966 1Non-formal educational activities (3) 0.845 0.873 1Preventive health examinations (4) 0.816 0.828 0.789 1Premature births (5) -0.015 0.048 0.126 0.106 1Cumulative risk (6) 0.906 0.911 0.954 0.833 0.034 1Poverty (7) 0.874 0.896 0.862 0.809 0.044 0.866 1

Note. All p-values < 0.000



Multicollinearity of composition variables (factor analysis)

VariablesComponents

1 2Need of language support 0.971Cumulative risk 0.971Migration background 0.966Non-formal educational activities 0.949Poverty 0.933Preventive health examinations 0.896Premature births 0.999Note.Principalcomponentanalysis.Rotatedcomponentmatrix.VarimaxwithKaiser‐normalization.Cronbach’sAlphawithallcomponentsofextraction1=0.949.



Analysis

• Multilevel Analysis (Mplus)

• Children‘s grammar skills (latent) and German language competencies (logistic)

• Two analysis strategies to deal with composition effects:

• Model 1: Treated as continuous variables

• Model 2: Composition as thresholds (five dummies)



Model (1) Model (2)

Grammar skills German competencies Grammar skills German competencies

Coef. S.E. Coef. S.E. Coef. S.E. Coef. S.E.Level 2

Premature births0-5% Ref.

10% steps [Model (1)]5-10% [Model (2)] -0.018 0.055 -0.179 0.161 0.003 0.086 -0.437 0.323

10-20% 0.016 0.080 -0.299 0.35720-30% -0.078 0.126 -0.318 0.41930-40% 0.217* 0.096 0.963 0.558

more than 40% no variance no varianceRisk compilation

0-5% Ref.10% steps [Model (1)]

5-10% [Model (2)] -0.094*** 0.018 -0.118* 0.050 0.028 0.039 -0.712*** 0.128

10-20% 0.020 0.044 -0.893*** 0.17320-30% -0.038 0.069 -0.873*** 0.12530-40% -0.167 0.097 -1.473*** 0.240

more than 40% -0.431*** 0.093 -1.136*** 0.297



Model (1) Model (2)





10-20% 0.016 0.080 -0.299 0.35720-30% -0.078 0.126 -0.318 0.41930-40% 0.217* 0.096 0.963 0.558



5-10% [Model (2)] -0.094*** 0.018 -0.118* 0.050 0.028 0.039 -0.712*** 0.128

10-20% 0.020 0.044 -0.893*** 0.17320-30% -0.038 0.069 -0.873*** 0.12530-40% -0.167 0.097 -1.473*** 0.240

more than 40% -0.431*** 0.093 -1.136*** 0.297



Model (1) Model (2)





10-20% 0.016 0.080 -0.299 0.35720-30% -0.078 0.126 -0.318 0.41930-40% 0.217* 0.096 0.963 0.558



5-10% [Model (2)] -0.094*** 0.018 -0.118* 0.050 0.028 0.039 -0.712*** 0.128

10-20% 0.020 0.044 -0.893*** 0.17320-30% -0.038 0.069 -0.873*** 0.12530-40% -0.167 0.097 -1.473*** 0.240

more than 40% -0.431*** 0.093 -1.136*** 0.297



Model (1) Model (2)





10-20% 0.016 0.080 -0.299 0.35720-30% -0.078 0.126 -0.318 0.41930-40% 0.217* 0.096 0.963 0.558



5-10% [Model (2)] -0.094*** 0.018 -0.118* 0.050 0.028 0.039 -0.712*** 0.128

10-20% 0.020 0.044 -0.893*** 0.17320-30% -0.038 0.069 -0.873*** 0.12530-40% -0.167 0.097 -1.473*** 0.240

more than 40% -0.431*** 0.093 -1.136*** 0.297

Proportions of risk compilation

Grammar skills:0-10% to 11-20% -0.188

11-20% to 21-30% -0.28221-30% to 31-40% -0.37631-40% to 41-50% -0.47041-50% to 51-60% -0.54651-60% to 61-70% -0.65861-70% to 71-80% -0.75271-80% to 81-90% -0.846

81-90% to 90-100% -0.940

German competencies: Odds Ratios (eβ)0-10% to 11-20% 0.790

11-20% to 21-30% 0.702 21-30% to 31-40% 0.624 31-40% to 41-50% 0.554 41-50% to 51-60% 0.493 51-60% to 61-70% 0.438 61-70% to 71-80% 0.389 71-80% to 81-90% 0.346

81-90% to 90-100% 0.307



Model (1) Model (2)





10-20% 0.016 0.080 -0.299 0.35720-30% -0.078 0.126 -0.318 0.41930-40% 0.217* 0.096 0.963 0.558



5-10% [Model (2)] -0.094*** 0.018 -0.118* 0.050 0.028 0.039 -0.712*** 0.128

10-20% 0.020 0.044 -0.893*** 0.17320-30% -0.038 0.069 -0.873*** 0.12530-40% -0.167 0.097 -1.473*** 0.240

more than 40% -0.431*** 0.093 -1.136*** 0.297

Proportions of risk compilation

Grammar skills:0-10% to 11-20% -0.188

11-20% to 21-30% -0.28221-30% to 31-40% -0.37631-40% to 41-50% -0.47041-50% to 51-60% -0.54651-60% to 61-70% -0.65861-70% to 71-80% -0.75271-80% to 81-90% -0.846

81-90% to 90-100% -0.940

German competencies: Odds Ratios (eβ)0-10% to 11-20% 0.790

11-20% to 21-30% 0.702 21-30% to 31-40% 0.624 31-40% to 41-50% 0.554 41-50% to 51-60% 0.493 51-60% to 61-70% 0.438 61-70% to 71-80% 0.389 71-80% to 81-90% 0.346

81-90% to 90-100% 0.307



Model (1) Model (2)





10-20% 0.016 0.080 -0.299 0.35720-30% -0.078 0.126 -0.318 0.41930-40% 0.217* 0.096 0.963 0.558



5-10% [Model (2)] -0.094*** 0.018 -0.118* 0.050 0.028 0.039 -0.712*** 0.128

10-20% 0.020 0.044 -0.893*** 0.17320-30% -0.038 0.069 -0.873*** 0.12530-40% -0.167 0.097 -1.473*** 0.240

more than 40% -0.431*** 0.093 -1.136*** 0.297



Model (1) Model (2)





10-20% 0.016 0.080 -0.299 0.35720-30% -0.078 0.126 -0.318 0.41930-40% 0.217* 0.096 0.963 0.558



5-10% [Model (2)] -0.094*** 0.018 -0.118* 0.050 0.028 0.039 -0.712*** 0.128

10-20% 0.020 0.044 -0.893*** 0.17320-30% -0.038 0.069 -0.873*** 0.12530-40% -0.167 0.097 -1.473*** 0.240

more than 40% -0.431*** 0.093 -1.136*** 0.297



Discussion

• Disadvantaged compositions cumulate in specific daycare centers: Not possible to identify effects of single composition variables

• Risk composition in daycare centers have an impact on language skills• Linear analyses mask composition effects: Not in general but thresholds• Consequence: Avoiding high risk compilations in preschools

• Composition mix in daycare centers• Specific for the examined municipality?• Elsewhere same results?



Thank you for the attention!



Appendix



Model (1) Model (2)



Age 0.104*** 0.022 0.063 0.145 0.109*** 0.022 0.025 0.211Sex -0.008 0.015 -0.156 0.106 -0.007 0.015 -0.165 0.096Prematurely born -0.080** 0.026 0.046 0.186 -0.081** 0.026 0.041 0.171Duration 0.080*** 0.013 0.532*** 0.066 0.081*** 0.014 0.533*** 0.058Weekly dosage

25 hours Ref.35 hours 0.007 0.029 0.009 0.186 0.007 0.029 0.016 0.15945 hours 0.046 0.029 0.235 0.200 0.051 0.030 0.213 0.173

Older siblings 0.029* 0.014 -0.311** 0.109 0.029* 0.014 -0.308** 0.105Sinlge parent household -0.057* 0.025 0.094 0.142 -0.057* 0.025 0.084 0.127Mother tongue -0.459*** 0.035 -1.772*** 0.141 -0.461*** 0.035 -1.731*** 0.128Parent’s German skills

none -0.244** 0.079 -1.251*** 0.174 -0.243** 0.079 -1.259*** 0.156some and none -0.744*** 0.056 -2.132 0.134 -0.744*** 0.056 -2.115*** 0.119

Preventive examinations -0.154** 0.045 -0.528*** 0.135 -0.153** 0.045 -0.527*** 0.119

Non-formal educational activities -0.417*** 0.031 -0.650*** 0.137 -0.417*** 0.031 -0.657*** 0.122

Cumulative risk -0.182*** 0.037 -0.268 0.142 -0.183*** 0.038 -0.253 0.132



Model (1) Model (2)

Grammar skills Germancompetencies Grammar skills German

competencies

Coef. S.E. Coef. S.E. Coef. S.E. Coef. S.E.

Level 2

Staff-child-ratio 0.027 0.020 0.082 0.076 -0.005 0.020 0.130 0.083

Language-related topics in team meetings

less than every 3 months Ref.

one to two times in 3 months 0.076 0.085 0.085 0.299 0.058 0.068 no variance

once a month 0.048 0.089 0.514 0.318 0.029 0.075 0.194 0.152

more than once a month 0.092 0.100 0.386 0.322 0.097 0.078 0.300 0.257

Professional training on language instruction -0.064 0.044 -0.147 0.212 -0.071 0.044 -0.236* 0.092

Co-operation -0.069 0.043 -0.543** 0.171 -0.086* 0.042 -0.625*** 0.144



Model FitsModel (1) Model (2)

Grammar skills German competencies Grammar skills German

competencies

Coef. S.E. Coef. S.E. Coef. S.E. Coef. S.E.

Threshold $1 -7.851*** 0.464 -8.715*** 0.539

Threshold $2 -4.875*** 0.438 -5.755*** 0.505

σ2 e 0.278*** 0.028 0.278*** 0.028

σ2 u0 0.022* 0.008 0.087* 0.042 0.018* 0.007 0.031* 0.014

ICC 0.072 0.060

R2 within 0.539*** 0.030 0.484*** 0.018 0.539*** 0.030 0.478*** 0.015

R2 between 0.573*** 0.158 0.713*** 0.156 0.635*** 0.151 0.958*** 0.024



Results – Single composition variables (grammar skills)

Grammar skills Poverty Migration background

Need oflanguagepromotion

Non-formal Educational

activities

Preventivehealth

examinations

Prematurebirth

Cumulativerisk

Riskcompilation

Coef. S.E. Coef. S.E. Coef. S.E. Coef. S.E. Coef. S.E. Coef. S.E. Coef. S.E. Coef. S.E.Level 2

0-5% Ref.5-10% 0.036 0.037 0.089 0.052 0.024 0.036 0.024 0.038 0.011 0.035 -0.057 0.084 -0.023 0.027 0.025 0.035

10-20% -0.087* 0.044 0.098 0.056 0.010 0.041 0.023 0.032 -0.165* 0.075 -0.102 0.055 -0.010 0.040 0.018 0.04020-30% -0.164** 0.058 0.083 0.060 -0.037 0.086 0.005 0.060 -0.552** 0.176 -0.197 0.106 -0.224** 0.074 -0.055 0.05930-40% -0.110 0.110 -0.219 0.138 -0.422* 0.193 -0.117 0.101 no variance 0.216 0.130 -0.461** 0.175 -0.181* 0.083

more than 40% -0.315** 0.102 -0.264** 0.081 -0.332** 0.102 -0.400*** 0.095 no variance no variance -0.507*** 0.124 -0.440*** 0.089σ2 e 0.279*** 0.028 0.278*** 0.028 0.278*** 0.028 0.278*** 0.028 0.280*** 0.028 0.280*** 0.028 0.278*** 0.028 0.278*** 0.028σ2 u0 0.027* 0.011 0.031** 0.011 0.024* 0.010 0.024** 0.009 0.020* 0.008 0.048* 0.019 0.020** 0.008 0.018* 0.008ICC 0.088 0.100 0.080 0.079 0.067 0.147 0.067 0.061R2 within 0.543*** 0.030 0.542*** 0.030 0.541*** 0.030 0.540*** 0.030 0.544*** 0.030 0.546*** 0.030 0.539*** 0.030 0.539*** 0.030R2 between 0.526* 0.217 0.419** 0.151 0.501** 0.161 0.502*** 0.140 0.569** 0.165 0.308 0.183 0.619*** 0.129 0.613*** 0.144



Results – Single composition variables (German competencies)German competencies Poverty Migration

background

Need oflanguagepromotion

Non-formaleducational

activities

Preventivehealth

examinations

Prematurebirth

Cumulativerisk

Riskcompilation

Coef. S.E. Coef. S.E. Coef. S.E. Coef. S.E. Coef. S.E. Coef. S.E. Coef. S.E. Coef. S.E.Level 2

0-5% Ref.5-10% 0.022 0.312 0.278 1.586 -0.174 0.575 0.408 2.724 0.224 0.200 0.266 0.795 0.238 0.633 -0.405 0.249

10-20% -0.139 0.397 -0.027 0.584 -0.255 0.585 0.185 2.216 -0.248 0.381 0.413 0.585 -0.232 0.262 -0.710** 0.22120-30% -0.493 0.407 -0.058 0.776 -0.609 0.648 -0.181 0.888 -0.143 0.424 0.207 0.909 -0.634 0.458 -0.799*** 0.21930-40% -0.789 0.733 -0.715 0.562 -0.901 0.576 -0.197 1.417 no variance 2.548 3.306 -0.449 0.945 -1.301*** 0.323

more than 40% -0.251 0.454 -0.512 0.466 -0.683 0.625 -0.318 1.500 no variance no variance -0.310 0.874 -1.002*** 0.265Threshold $1 -7.609*** 0.310 -7.577*** 0.418 -7.710*** 0.432 -7.020*** 0.168 -7.198*** 0.283 -6.910*** 0.204 -6.828*** 0.873 -7.935*** 0.313Threshold $2 -4.633*** 0.288 -4.596*** 0.413 -4.739*** 0.434 -4.042*** 0.095 -4.220*** 0.237 -3.931*** 0.160 -3.845*** 0.890 -4.974*** 0.273σ2 u0 0.079 0.046 0.062 0.066 0.069 0.159 0.080 0.632 0.078 0.044 0.091 0.105 0.062 0.368 0.047* 0.024R2 within 0.488*** 0.029 0.484*** 0.025 0.483*** 0.019 0.489*** 0.043 0.490*** 0.064 0.494*** 0.041 0.489*** 0.044 0.478*** 0.018R2 between 0.749*** 0.146 0.846*** 0.154 0.827** 0.319 0.846 1.120 0.777** 0.291 0.833*** 0.118 0.916 0.528 0.926*** 0.047



Daycare center history0 1 2 3 4 Total

2010 88,46% 10,54% 0,79% 0,21% 0,00% 100,00%

2011 89,52% 9,73% 0,62% 0,12% 0,00% 100,00%

2012 88,70% 10,53% 0,49% 0,24% 0,04% 100,00%

2013 90,32% 8,84% 0,67% 0,17% 0,00% 100,00%

2014 91,91% 7,76% 0,17% 0,17% 0,00% 100,00%

2015 95,70% 4,22% 0,04% 0,04% 0,00% 100,00%

Total 90,79% 8,59% 0,46% 0,16% 0,01% 100,00%

Change in history

Need oflanguagesupport

Non-formal educational

activitiesCumulative

riskMigration

background

<11%1,073 77.25% 1,019 73.36% 1,073 77.25% 1,013 72.93%

11-20%123 8.86% 144 10.37% 124 8.93% 141 10.15%

21-40%137 9.86% 141 10.15% 163 11.74% 146 10.51%

41-50%45 3.24% 39 2.81% 15 1.08% 23 1.66%

>50%11 0.79% 46 3.31% 14 1.01% 66 4.75%

Total1,389 100.00% 1,389 100.00% 1,389 100.00% 1,389 100.00%


Anna Marina Pomykaj 31

Differential effects – grammar skillsModel (1) Model (2)

Mother tongue Coef. S.E. Coef. S.E.

Premature birth10% steps

5-10% [Model 2] -0.136 0.083 0.059 0.19710-20% -0.137 0.11620-30% no variance30-40% no variance

more than 40% no varianceRisk compilation

10% steps5-10% [Model 2] -0.014 0.027 -0.362*** 0.102

10-20% -0.404*** 0.09520-30% -0.531*** 0.13330-40% -0.571*** 0.126

more than 40% -0.370** 0.130

Model (1) Model (2)Parent's German skills (none and some)

Coef. S.E. Coef. S.E.


5-10% [Model 2] -0.043 0.098 0.226 0.27410-20% 0.091 0.12520-30% no variance30-40% no variance


10% steps5-10% [Model 2] 0.084*** 0.024 0.671* 0.199

10-20% 0.835*** 0.16920-30% 1.016*** 0.21730-40% 0.735*** 0.190

more than 40% 1.069*** 0.162

Model (1) Model (2)Cumulativerisk Coef. S.E. Coef. S.E.


5-10% [Model 2] 0.090 0.102 -0.246 0.22310-20% -0.158 0.19020-30% no variance30-40% no variance


10% steps5-10% [Model 2] 0.008 0.018 -0.034 0.196

10-20% -0.047 0.17920-30% -0.117 0.18830-40% 0.188 0.217

more than 40% 0.036 0.17

Documents

Composition effects in center-based daycare...2017/08/11 · Anna Marina Pomykaj & Dr. Nina Hogrebe 6 Data • Project “Context effects of preschools: language skills at school