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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