Abstract
ABSTRACT Over the last few decades, research has consistently shown that process quality in child care centers and family child care varies substantially, but is mostly at a mediocre level. Based on the NUBBEK sample (National Study on Education, Learning and Upbringing in Early Childhood), an expanded model of process quality tests the influence of region, structural characteristics of educator and setting, educator’s personality and educational beliefs on process quality for children under the age of three years. Process quality was rated with the Infant/Toddler Environment Rating Scale (ITERS-R) in 113 infant/toddler classrooms and 105 mixed age classrooms in center-based care serving children from two to seven years. Further, process quality of 138 family child care providers was measured with the Family Child Care Environment Rating Scale (FCCERS-R). Regression analysis indicated that process quality in center-based care was best explained by caregiver background and teacher personality. Process quality in family child care was mainly explained by educational beliefs operationalized as caregiver sensitivity.
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