Fig 10. Systematic review of the associations between the ECERS-R total score, authors Hes-Z and child outcomes.

^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. ^eIdentifying Colors (also referred to as Color Knowledge, Color Naming, Color Naming Task). ^fCounting Task (also referred to as Counting One-to-One, One-One Counting). ^ANational Center for Early Development and Learning Dataset (NCEDL, 2002, 2004); ^JHead Start Family and Children Experiences Survey (FACES, 1997) Cohort; ^KHead Start Family and Children Experiences Survey (FACES, 2000) Cohort.