Research on Quality in Infant-Toddler Programs (continued)

Infant temperament also matters. Shy babies may be overwhelmed by group care in a center but flourish in a small family care setting. Older toddlers bored in a small family care setting may engage enthusiastically with play materials and peers available in the larger world of center care.†

Age at entry, schedules, flexibility, and individualization may make a difference to the quality of children's experiences. Infants and toddlers are developing rapidly and are starting to explore the world. A "high-quality" program for the toddler, for example, may need to include flexibility of schedule for choice of activity, for sleeping, and for toilet learning. A setting rich in activity but with highly structured and strictly scheduled activities may not provide sufficient experience of experimenting with choices for toddlers. Individual attention to the capabilities and needs of infants and toddlers appears to be a critical element of a high-quality environment.†

Conclusion

Research indicates that choice of high-quality care is critical for children's optimal development. These findings can alert families to look for quality factors as they set out to find infant-toddler care (Honig, 2002) and sharpen public demand for providing training to ensure quality.†

For More Information

Belsky, J. (1992). Consequences of child care for children's development: A deconstructionist view. In A. Booth (Ed.), CHILD CARE IN THE 1990S: TRENDS AND CONSEQUENCES (pp. 83-94). Hillsdale, NJ: Erlbaum.†

Clarke-Stewart, K. A. (1992). Consequences of child care-One more time: A rejoinder. In A. Booth (Ed.), CHILD CARE IN THE 1990S. TRENDS AND CONSEQUENCES (pp. 116-126). Hillsdale, NJ: Erlbaum.†

Clarke-Stewart, K. A., & Allhusen, V. D. (2002). Nonparental caregiving. In M. H. Bornstein (Ed.), HANDBOOK OF PARENTING (2nd ed., Vol. 3, pp. 215-252). Mahwah, NJ: Erlbaum.†

Clarke-Stewart, K. A., Vandell, D. L., Burchinal, M., O'Brien, M., & McCartney, K. (2002). Do regulable features of child-care homes affect children's development? EARLY CHILDHOOD RESEARCH QUARTERLY, 17(1), 52-86.†

Cost, Quality, and Outcomes Study Team. (1995). Cost, quality, and child outcomes in child care centers: Key findings and recommendations. YOUNG CHILDREN, 50(4), 40-44. EJ 503 726.†

Ehrle, J., Adams, G., & Tout, K. (2001). WHO'S CARING FOR OUR YOUNGEST CHILDREN? CHILD CARE PATTERNS OF INFANTS AND TODDLERS. Washington, DC: Urban Institute. Available: http://newfederalism. urban.org/html/op42/occa42.html#exam. ED 448 908.†

Fenichel, E., Lurie-Hurvitz, E., & Griffin, A. (1999). Seizing the moment to build momentum for quality infant/toddler child care: Highlights of the Child Bureau and Head Start Bureau's National Leadership Forum on Quality Care for Infants and Toddlers. ZERO TO THREE, 19(6), 3-17.†

Haskins, R. (1985). Public school aggression among children with varying day-care experience. CHILD DEVELOPMENT, 56(3), 689-703. EJ 324 258.†

Honig, A. S. (2002). Choosing childcare for young children. In M. Bornstein (Ed.), HANDBOOK OF PARENTING (2nd ed., Vol. 5, pp. 375-405). Mahwah, NJ: Erlbaum.†

Honig, A. S., & Hirallal, A. (1998). Which counts more for excellence in childcare staff: Years in service, education level, or ECE coursework? EARLY CHILD DEVELOPMENT AND CARE, 145, 31-46. EJ 580 288.†