How good is your infant program? Use an observational method to find out

Abstract

The proliferation of day care facilities for infants under 3 years of age has brought with it a growing concern with respect to the type and quality of care provided for infants and toddlers. That assurance of quality programming is crucial is suggested by a good deal of the literature on antecedents of high social-emotional and intellective competence in young children. For example, Watts, Barnett, and Halfar (1973) in their longitudinal ecological study of infant development have confirmed that highly competent 3-year olds, regardless of social class, have experienced markedly more interactions with adults in intellectually valuable activities. If limited financial or personnel resources exist, then certainly neither sophisticated nor lengthy measurement instruments can be used. Brevity, ease of use, specificity of developmentally desirable adult inputs, and sensitivity to caregiver differences in such inputs should be considered in choosing a method to evaluate programs with such financial constraints. If an observational method can highlight the kinds of experiences and the quality of interactions that go on between caregivers and babies, then it can be used as formative evaluation to improve program quality and to ensure the consistency of high-quality care. These methods do not have to be lengthy or complicated, but they should include teacher behaviors that reflect program goals. It is also important that input characteristics of "master" teachers of infants and toddlers be ascertained by means of such an instrument. In this manner the kinds, amounts, and qualities of adult care