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. 2017 Jun 6;12(6):e0178512. doi: 10.1371/journal.pone.0178512

Fig 3. Systematic review of the associations between the ECERS total score, authors F-Z and child outcomes.

Fig 3

aAbbreviations: Symbols bolded are significant and positive, symbols bolded and italicized are significant and negative, and symbols in grey are non-significant. Star = Zero Order Pearson’s Correlation, Unfilled circle = Beta, Filled square = Unstandardized Coefficient, Black diamond minus white X = T-Test, Key clover = Partial Correlation, Downward arrow = Effect Size, Filled circle = F-Ratio. aTo improve the readability of these complex diagrams, ten papers[4,46,54,66,67,70,75,82,83,101] that had an outcome that appeared in only that one paper were omitted from this figure. Several analyses from other papers that had idiosyncratic outcomes are also excluded. For a comprehensive display of all of the data for all of the child outcomes see Supplemental Information S4 File. bThis paper is one of a series of Meta-Analyses and Systematic Reviews assessing the relationship between child care quality and children’s outcomes; therefore, superscript letters below are in reference to various large databases that samples in these papers were drawn from. These letters have been kept consistent across the series for our readers. cSamples within papers are described in more detail in S3 File. dAcronyms for child outcomes are listed in S6 File. CBermuda Preschool Study (1980); ONational Child Care Staffing Study (NCCSS, 1988.