5.1 Question 1: Do Children's scores differ by care type on early numeracy, phonological awareness, receptive language, EF, and WM measures?

Teacher BRIEF-P, but not parent scores, were significantly related to the TEMA-3, PPVT-III, and PALS; therefore, parent BRIEF-P scores will not be discussed further. Correlations between phonological working memory and the BRIEF-P working memory subscale were not significant, suggesting the measures assess two separate aspects of memory.

A 2 (Gender) X 2 (Caregiving Type) ANOVA was run to determine significant differences in children's scores on all measures. The main effect of gender was significant for PPVT-III standardized scores, F(1, 87) = 3.92, p = 0.05, with boys' scores significantly higher. The main effect of caregiving type was significant for: PALS, F(1, 86) = 5.16, p = 0.03; PPVT-III, F(1, 87) = 4.13, p = 0.05; phonological working memory, F(1, 87) = 10.79, p ≤ 0.001; and BRIEF-P Working Memory/ Planning & Organizing, F(1, 79) = 14.39, p ≤ 0.001, with childcare center scores significantly higher for PALS, PPVT-III, and phonological working memory. BRIEF-P scores were significantly higher for children in family childcare, with higher values indicating more concerns. The interaction (Gender X Caregiving Type) was not significant for any of the measures. No significant differences were found between English-First-Language children and ESL children (n = 3) for any of the measures used.
