ABSTRACT

It is beneficial to keep the information concerning quality of care offered to infants and toddlers current to maximize children’s outcomes. This study analyzed the data collected from 2016 to 2018 in order to examine the current status of quality of care for infants/toddlers in licensed child-care centers in North Carolina and compared findings with results reported from data collected in 2003-04. The current data (N = 1053 classrooms) revealed the percent of infants/toddler classrooms serving children with disabilities (N = 162, 15.38%) slightly increased from the 2003–04 data collection (N = 64, 13.6%), while the overall quality slightly decreased to 4.76 from 4.94. Further, there were no differences in quality (based on the Infant/Toddler Environment Rating Scale-Revised) between inclusive and non-inclusive infant and toddler classrooms regardless of disability severity. The researchers examined which structural and process characteristics affected quality scores. Classroom quality differed by age groups. Further, teacher education, ratios, and teachers’ length of time in the classroom were still associated with higher quality ratings. The data on low-scoring items were similar in 2003–4 and 2016–18, with programs continuing to struggle with Personal Care Routines.

摘要

保持有关为婴幼儿提供的护理质量的信息是有益的，以最大限度地提高儿童的成果。本研究分析了 2016 年至 2018 年收集的数据，以检查北卡罗来纳州持牌托儿中心婴幼儿护理质量的现状，并将调查结果与 2003-04 年收集的数据报告的结果进行比较。目前的数据（N = 1053 个教室）显示，为残疾儿童服务的婴幼儿教室的百分比（N = 162, 15.38%）比 2003-04 年的数据收集（N= 64, 13.6%），而整体质量从 4.94 略微下降到 4.76。此外，无论残疾严重程度如何，包容性和非包容性婴幼儿教室之间的质量（基于修订的婴幼儿环境评定量表）没有差异。研究人员检查了哪些结构和工艺特征影响了质量得分。课堂质量因年龄组而异。此外，教师教育、比率和教师在课堂上的时间长度仍然与更高的质量评级相关。2003-4 年和 2016-18 年低分项目的数据相似，项目继续与个人护理程序作斗争。