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Table 2 Awareness and familiarity of the Alberta Child Care Accreditation Standards (released in December 2013) in directors and educators for accreditation and control groups

From: The impact of new government childcare accreditation standards on children’s in-care physical activity and sedentary time

  Time Group n Awareness (%) P value* n Familiarity (M ± SD)c P value**
Directors (n = 19)a Baseline Accreditation 10 100.0 < 0.001 10 4.0 ± 0.8 < 0.001
Control 8 0 8 1.0 ± 0.0
Follow-up Accreditation 11 100.0 < 0.001 11 4.1 ± 0.7 < 0.001
Control 8 0 8 1.0 ± 0.0
Educators (n = 72)b Baseline Accreditation 32 50.0 0.002 27 2.9 ± 1.6 < 0.001
Control 39 15.4 39 1.2 ± 0.6
Follow-up Accreditation 22 59.1 0.052 18 3.1 ± 1.5 0.001
Control 31 32.3 31 1.7 ± 1.1
  1. Abbreviations: M Mean, SD Standard deviation
  2. Bold fonts indicate p < 0.05
  3. aSample size for directors included in the analytic sample: accreditation group (n = 11), control group (n = 8). Missing data at baseline and follow-up existed for one director in the accreditation group
  4. bSample size for educators included in the analytic sample: accreditation group (n = 33), control group (n = 39). Missing data at baseline and follow-up existed for educators in the accreditation group and at follow-up for the control group
  5. cHigher M ± SD scores (Range:1–5) indicate more familiarity with the Alberta Child Care Accreditation Standards (released in December 2013)
  6. *Chi-square tests were used to examine the differences in awareness between accreditation and control groups
  7. ** Mann-Whitney U Tests were used to examine the differences in familiarity between accreditation and control groups