In this article, we aim to chart a path for a new generation of early care and education (ECE) quality assessments that accurately and equitably capture key inputs to the social–emotional well-being of the diverse population of young children in ECE classrooms in the United States. We zero in on four promising, socially supportive features of center-based ECE settings that are actionable for research, policy, and practice: teachers' classroom behavior-management strategies, their scaffolding of peer interactions, aspects of their own well-being that shape their capacities to support children's social–emotional development, and indicators of bias-free and culturally responsive ECE environments.

中文翻译：

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作为社会化背景的早期护理和教育环境：质量评估的新方向

在本文中，我们的目标是为新一代早期护理和教育 (ECE) 质量评估绘制一条路径，该评估准确、公平地捕捉到 ECE 教室中不同人群的社会情感福祉的关键输入。美国。我们将重点放在基于中心的 ECE 设置的四个有希望的、社会支持的特征上，这些特征可用于研究、政策和实践：教师的课堂行为管理策略、他们对同伴互动的支架、他们自身福祉的塑造方面他们支持儿童社会情感发展的能力，以及无偏见和文化敏感的 ECE 环境的指标。