Child Care Centers Research Articles

Inclusive Early Childhood Teacher Education: A Paradigm for Envisioning and Enacting

This article describes the processes and timeline of developing our Inclusive Early Childhood Teacher Education Program (IECTE). In doing so, we describe collaborations that have a dynamic unfolding that took place over 10 years and united early childhood education (ECE), early intervention/early childhood special education (EI/ECSE), and bilingual/English as a second language (ESL) programming. Foundational to our collaborative work is the transformation that occurred within these individual areas of teacher education that eventually led us to the evolving paradigm of inclusivity in early childhood education. In our IECTE work we detail our paradigm of critical inclusivity that includes three tenets: (1) a dialogic approach, (2) curriculum revision, (3) student guidance, and (4) mentoring support. We conclude by offering implications for continuous growth through descriptions of radical collaboration and advocacy in inclusive early childhood settings, such as intervention agencies, Head Start programs, childcare centers, community programs, and public schools.

Mentalizing Care: Adult Attachment and Structural Factors as Predictors of Representational Mind-Mindedness in Early Child-Care Professionals.

Out-of-home childcare is increasingly essential in many children's lives, significantly impacting their wellbeing and development. Central to high-quality care is the concept of caregiver mind-mindedness (MM), the ability to recognize a child as a unique psychological individual with thoughts, feelings, intentions etc., as this capacity is linked with more optimal responsiveness to children's needs. Despite its importance, the factors influencing MM in professional caregivers remain under-researched. We examined the association between structural factors, self-reported adult attachment, and caregiver representational MM assessed in an interview. The sample consisted of 128 childcare professionals from 30 Danish early childcare centers (children aged 0-2.9 years), participating in a randomized controlled trial. Overall, our results showed that longer employment in the current position was associated with higher levels of representational MM, i.e., increased tendency to describe children in terms of their mental states as opposed to more behavioral or external features. In contrast, more years of experience working in childcare as well as attachment-related avoidance were associated with lower levels of representational MM. These results indicate that personal characteristics, like adult attachment, may be a relevant focus for early education and care research and training.

A comparison of assessment tools for childcare centers in high vs. low resource settings

Studies suggest issues may arise when using childcare setting assessment tools designed for high-resource settings in low-resource settings to assess and improve the quality of care, including placing disproportionate weight on features of the childcare environment that may not be available or culturally appropriate within the low-resource context. This study compares a novel assessment tool developed in and for low-income and low-resource settings with a standardized “gold standard” tool developed for use in high-resource settings. The study included a randomized sample of 34 childcare centers in a low-resource context that provided care for approximately 918. Results suggest that the WCI-QCUALS assessment tool performed better at differentiating among childcare settings that were consolidated into the lowest rating on the ECERS-R. Further, the WCI-QCUALS was found to be a feasible, appropriate stand-alone tool for assessing the quality of childcare centers in low-resource settings. Additional refinement and validity testing in other countries and contexts will improve the understanding of how the quality of childcare across different contexts can be measured, and improved assessment of childcare quality in low-resource settings will enhance the ability to identify low-quality care that can be remedied to ensure appropriate care for vulnerable children.

Towards home-school partnership: parents’ perspectives on school-based parent activities in childcare centres in Hong Kong

ABSTRACT Childcare centres are increasingly recognised as educational institutions, and the current study examined parent’s perspectives on school-based parent activities provided by childcare centres. Through surveying 266 parents, we found that both structured activities (e.g., training workshops) and unstructured activities (e.g., parent-child tours) could meet parents’ needs. Activities that benefited parents practically and allowed them to cope with work and family demands were more attractive. How to deal with children’s emotions was the most needed topic. Finally, parents’ interest and participation varied depending on demographics and their children’s in-care history. Practical implications for centre supervisors, policymakers and parents are discussed.

Hands-On Gardening in Childcare Centers to Advance Preschool-Age Children’s Fruit and Vegetable Liking in Semi-Arid Climate Zone

Hands-on gardening is linked with healthy eating behaviors, increased outdoor activities, and overall well-being, all contributing factors to preventing obesity. Although these positive associations are widely established for adults and school-aged children, little evidence can be found on how such relationships may extend to early childhood, especially in the preschool years (3–5 years). One recent study conducted in North Carolina (NC) showed that participating in hands-on gardening significantly increased preschoolers’ accurate identification of fruits and vegetables (FV) and FV consumption compared to children who did not participate in hands-on gardening, but no association was found between participation in hands-on gardening and the children’s liking (eating preferences) of FV. FV identification and liking during the early years may lead to lifelong healthy eating behaviors and preferences, making hands-on gardening a critical health intervention in early childhood environments, especially in childcare centers where a majority of the 13 million children in the United States between the ages of 0 and 5 spend most of their waking hours. This research aimed to investigate how hands-on gardening in childcare centers may impact preschoolers’ (3–5 years old) FV knowledge (identification) and liking in a semi-arid climate zone with a high concentration of Hispanic families by conducting experimental research with eight childcare centers and one hundred forty-nine children (n = 149) in Lubbock County, located in West Texas. The findings showed changes in average liking scores are generally positive in the experimental group of children who participated in hands-on gardening (compared to the control non-gardening group), implying an improved liking. The findings indicate that the benefits of hands-on gardening in childcare centers for enhancing healthy eating preferences are evident even in a semi-arid climate zone, where high temperatures and limited rainfall present significant gardening challenges. This research underscores the importance of integrating hands-on gardening into childcare programs, highlighting its potential as an effective obesity prevention strategy not only within the US but also in other regions with similar environmental constraints.

Short-Term Effects of an Outdoor Activities Intervention on Children’s Stress, Socio emotional, Behavioral, and Cognitive Regulation Skills

ABSTRACT Research Findings: In recent years, interest has grown in the potential benefits of outdoor activities (OA) for children’s development, particularly in promoting socioemotional, behavioral, and cognitive regulation skills and reducing stress. However, empirical evidence on the effects of OA programs for children in the first three years of life on these outcomes still needs to be provided. To address this gap, our study involved 95 infants and toddlers (girls = 48, M age = 23.3 months) attending child care centers in north and south Italy and their teachers. Participants were divided into two groups: the Outdoor group (n = 55), actively involved in the OA program for four months, and the Control group (n = 40), who followed the standard curriculum. We assessed the children’s cortisol levels and emotional, behavioral, and cognitive regulation skills before (T1) and after (T2) the implementation of the OA intervention. After the 4-month intervention, improvements in the children’s adaptive behavior (particularly in social interaction) and cognitive-behavioral regulation skills were observed only in the Outdoor group. Children’s stress levels remained stable. Practice or Policy: Our findings show the benefits of daily OA on young children’s self-regulation, suggesting to schools and families that increasing OA from the first years of life may support cognitive and social growth.

Barriers to access to local produce in an early childhood setting in rural Appalachia

This case study examines young children’s access to fresh local produce in childcare settings in rural Appalachia. In-depth, semi-structured interviews with childcare center directors participating in farm to early care and education programming were conducted in the spring of 2023. Centering the per­spective of childcare directors, this research explores why farm to school programming is diffi­cult to implement. It specifically addresses the bar­riers preventing early childcare centers from pro­viding access to fresh and local produce to enrolled children. Eight primary obstacles to implementing farm to early care and education programming were identified: lack of staff; too wide a variety of tasks for directors; the “extra” work that fresh pro­duce requires; lack of knowledge about how to grow food; lack of required kitchen equipment; need for additional funding; unclear or out-of-date regulations about food safety; and a lack of paren­tal time. Limitations of the research include the specific geographic location of the study and the long-lasting implications of the COVID-19 pan­demic. Recommendations drawn from this case study include improving communication between childcare centers and regulatory agencies; creative use of alternative gardening practices; participating in a regional food hub; and improved funding.

Analysis of the Demands of Incumbent Kindergarten and Childcare Center Directors for the Director Qualification Program of the Integration of Early Childhood Education and Care Institutions: Focusing on Focus Group Interviews (FGI)

Analysis of the Demands of Incumbent Kindergarten and Childcare Center Directors for the Director Qualification Program of the Integration of Early Childhood Education and Care Institutions: Focusing on Focus Group Interviews (FGI)

Relationship between physical activity and neighborhood environment in preschool children during COVID-19.—A cross-sectional study using 24-hour activity records-

Maintaining physical activity and the development of physical and cognitive functions are essential especially in vulnerable populations such as children. Considering the substantial impact of the COVID-19 epidemic on preschool children and the lack of research focusing on this age group, this study examined the duration of physical activity among preschool-aged children on weekend days and its relationship with the environment. This study was conducted between October and November 2021, with the cooperation of 357 parents of preschoolers attending kindergartens, nurseries, and childcare centers. Physical activity was assessed using a 24h physical activity record. A questionnaire was used to collect basic data on the neighborhood environment. Stepwise multiple regression analysis was used to analyze the relationship between the five physical activity measures (sedentary time, screen time, indoor playing time, outdoor playing time, and going out time) and the questionnaire data. Our findings revealed a relationship between physical activity and the neighborhood environment; however, the R2 values were low. Despite low prediction accuracy, the results of this study were similar to those of previous studies, indicating a positive correlation of physical activity with the absence of undulating roads, a crime-free environment, and safety around the home. Overall, these findings emphasize the need for providing children with opportunities for outdoor physical activity and play in the context of the COVID-19 recovery phase for adherence to the relevant guidelines.

The effects of the intrapersonal intelligence of childcare teachers on respect for children’s rights: mediating effects of positive psychological capital and psychological burnout

The purpose of this study is to examine the mediating effects of positive psychological capital and psychological burnout in the relationship between intrapersonal intelligence and respect for children’s rights among childcare teachers. This study explores the psychological mechanisms of childcare teachers that help to strengthen children’s rights in childcare centers. A survey of childcare teachers was conducted in Gyeonggi-do Province in Korea. Out of 560 copies of the questionnaire that were distributed, 502 were returned, and 465 were used for the analysis after questionnaires with incomplete responses were excluded. The collected data were analyzed using PROCESS macro version 4.0 to examine whether positive psychological capital and psychological burnout mediated the relationship between intrapersonal intelligence and respect for children’s rights. The results of this study showed close relationships among all variables. The mediation analysis showed that positive psychological capital and psychological burnout had sequential mediating effects in the relationship between intrapersonal intelligence and respect for children’s rights. Childcare teachers first must increase their positive psychological capital to protect and respect children’s rights. Also, educational programs tailored for childcare teachers must be developed for better psychological well-being to promote respect for children’s rights in the classroom.

From Plate to Planet: A Systematic Review and Meta-Analysis on Strategies to Reduce Plate Food Waste at Food Services

Annually, over 931 million tons of plate food waste is generated in food services, affecting various aspects of sustainability. Therefore, this review aims to evaluate the most effective strategies or actions to reduce plate food waste. A systematic review and meta-analysis were conducted following a PROSPERO-registered protocol [#CRD42024501971], searching multiple databases and gray literature until August 2024. Studies evaluating strategies and actions against waste in various food services [restaurants, institutional services in hospitals, childcare centers, schools, universities, or businesses] were included, with no language, location, or date restrictions. The risk of bias was assessed using JBI tools. A random-effects meta-analysis was performed in R (version 4.2.1), with subgroup analyses based on intervention type, food service type, meal type, management, and distribution systems. Of the 6070 studies, 18 were included in the narrative synthesis and 6 in the meta-analysis. The most effective strategies or actions targeted clients (vs. employees), meals on plates (vs. trays), school canteens (vs. other services), self-managed establishments (vs. outsourced), and à la carte services (vs. self-service). In this sense, strategies focusing on clients, plate-served meals, school canteens, self-management, and à la carte services are more effective in reducing food waste. Further actions are needed in other areas like customers, trays, different kitchen types, outsourced services, and self-service menus.

The effects of the intrapersonal intelligence of childcare teachers on respect for children’s rights: Mediating effects of positive psychological capital and psychological burnout

The purpose of this study is to examine the mediating effects of positive psychological capital and psychological burnout in the relationship between intrapersonal intelligence and respect for children’s rights among childcare teachers. This study explores the psychological mechanisms of childcare teachers that help to strengthen children’s rights in childcare centers. A survey of childcare teachers was conducted in Gyeonggi-do Province in Korea. Out of 560 copies of the questionnaire that were distributed, 502 were returned, and 465 were used for the analysis after questionnaires with incomplete responses were excluded. The collected data were analyzed using PROCESS macro version 4.0 to examine whether positive psychological capital and psychological burnout mediated the relationship between intrapersonal intelligence and respect for children’s rights. The results of this study showed close relationships among all variables. The mediation analysis showed that positive psychological capital and psychological burnout had sequential mediating effects in the relationship between intrapersonal intelligence and respect for children’s rights. Childcare teachers first must increase their positive psychological capital to protect and respect children’s rights. Also, educational programs tailored for childcare teachers must be developed for better psychological well-being to promote respect for children’s rights in the classroom.

Comparison of fresh and frozen-thawed embryo transfer cycles in patients with low oocyte retrieval

Objective: To explore the choice of embryo transfer schemes for patients with low oocyte retrieval (≤ 3 oocytes). Methods: A retrospective analysis was conducted on patients with oocyte yields ≤ 3 undergoing in vitro fertilization and embryo transfer (IVF-ET) and frozen embryo transfer (FET) at the Maternity & Child Care Center of Qinhuangdao Reproductive Medicine Department from January 2018 to December 2022. The data included 202 fresh cycles, with 104 cycles in Group-A and 98 cycles in Group-B. Additionally, 87 cycles involved the transfer of frozen embryos from fresh cycles that could not be transplanted for various reasons, with 31 cycles in Group-C and 56 cycles in Group-D. General patient information, embryo transfer details, and clinical pregnancy outcomes in both fresh and frozen cycles were statistically analyzed. Results: No significant differences were observed between Groups A and C in age, anti-Müllerian hormone (AMH), basal follicle-stimulating hormone (bFSH), body mass index (BMI), duration of infertility, the proportion of patients with diminished ovarian reserve (DOR), oocyte retrieval count, usable embryo count, or the number of transplanted embryos (all p> 0.05). Advanced age was a risk factor for a decreased pregnancy rate, and FET significantly increased the pregnancy rate (p< 0.05, respectively). Conclusion: For patients under 35 years old with low oocyte retrieval, it is recommended to freeze all embryos when available and then proceed with FET. For patients aged 35 and above, without reducing the pregnancy rate, fresh embryo transfer is recommended to minimize treatment cycle frequency and economic expenses. doi: https://doi.org/10.12669/pjms.40.10.9269 How to cite this: Shi H, Song Q, Liu J, Li C, Liu R. Comparison of fresh and frozen-thawed embryo transfer cycles in patients with low oocyte retrieval. Pak J Med Sci. 2024;40(10):2251-2255. doi: https://doi.org/10.12669/pjms.40.10.9269 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

The effect of baby touch on premature infants

Objective: Premature infants require special attention during nursing. This study aimed to explore the effects of baby touch on the growth, immunity, sleep and communication in premature infants. Methods: This was a retrospective study. A total of 64 premature infants with a gestational age of 30-36 weeks were selected at Maternity & Child Care Center of Qinhuangdao from June 2022 to May 2023, and randomly divided into experimental group and control group. The control group received routine comprehensive nursing care for newborns, while the experimental group was additionally treated with touch intervention using the international standard touch method. The effects of the three months touch on the growth and development, immunological function, sleep quality, and emotional communication of the premature infants were observed. Results: No statistically significant differences were found in gender, gestational age, birth weight, birth length, or head circumference at birth between the two groups (p> 0.05). In the third month, the increases in body weight, body length and head circumference were significantly more obvious, the immunological function indicators including CD3+, CD4+, CD8+, IgG, IgA and IgM were all significantly higher, the sleep time and sleep quality were both significantly superior, and the interaction time and intimacy with parents were significantly superior in the experimental group compared with the control group, with statistically significant differences (p< 0.05). Conclusion: Baby touch can promote growth and development, strengthen immunological function, improve sleep quality and enhance the emotional communication abilities of premature infants, and help them better adapt to the environment and grow. doi: https://doi.org/10.12669/pjms.40.10.9275 How to cite this: Du Q, Zhu H, Guo M, Yang Q, Yang H, Ma Y. The effect of baby touch on premature infants. Pak J Med Sci. 2024;40(10):2256-2260. doi: https://doi.org/10.12669/pjms.40.10.9275 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Optimising Malaysian childcare safety performance, in light of management, and babysitting practices

Background: Safety practices play a vital role in childcare business, as childcare entails managing children’s daily life routines and preventing them from any harm.Aim: This study aims to explore the perspectives and awareness of childcare centres regarding the importance of childcare safety practices, babysitters’ traits and safety performance in Malaysian childcare business settings. In addition, this study seeks to appraise the initiatives and actions employed among childcare centres in improving the safety levels of their establishments and management.Setting: This study focuses on safety performance, and it’s practices, including the management, and babysitting among Malaysian childcare providers.Methods: A convenience sample of 11 participants, comprising childcare owners, management, supervisors and senior babysitters, from a wide variety of Malaysian childcare centres participated in a semi-structured interview.Results: Nine themes encompassing the actions and initiatives required by childcare practitioners in sustaining and empowering the safety of childcare centres were synthesised from the thematic analysis, which was grouped into two main categories: (1) Management practices; monitoring systems, training, rules and procedures and maintenance and (2) Babysitting practices; personality, mental health, religion and belief, responsibility and cooperation and knowledge and skills.Conclusion: These findings provide valuable insights to childcare practitioners, including the childcare owners, management and staff, in enhancing the safety levels of childcare premises and the benefits for the children they serve.Contribution: This study contributes to the childcare safety framework to be employed as a reference in monitoring and regulating the safety performance of childcare centres in Malaysia.

팀티칭 보육교사의 교육과정운영 자율성과 동료교사의 사회적지지가 놀이지원역량에 미치는 영향

Objectives The purpose of this study is to examine the effect of team teaching childcare teachers' curriculum operation autonomy and fellow teachers' social support on play support competency. Methods To this end, a survey was conducted among 307 childcare teachers currently operating team-teaching classes at childcare centers in the Busan and Gyeongnam regions. The collected data were analyzed using SPSS 24.0, employing descriptive statistics, correlation analysis, and multiple regression analysis. Results First, team teaching childcare teachers' curriculum management autonomy averaged 4.09 on a 5-point scale, the social support from fellow teachers averaged 4.02, and the ability to support play averaged 4.16. Second, it was found that there are significant correlations between team teaching childcare teachers' curriculum operation autonomy, fellow teachers' social support, overall play support competency, and all its sub-factors. Third, the curriculum operation autonomy of team teaching childcare teachers and fellow teachers' social support explained 49.1% of cognitive competency, 44.1% of affective competency, and 57.7% of practical competency, which are sub-factors of play support competency. Common factors affecting these sub-factors included a child-centered play environment and interactions, collaboration and participation with families and the community, flexible daily routines, and evaluative support, with evaluative support being the most explanatory. Conclusions The meaningful play environment and interactions, along with reflective self-assessment by educators and recognition and praise from peers, indicate the potential for enhancing the play support capabilities of childcare teachers. Therefore, efforts to analyze and support the team-teaching environment of childcare teachers implementing revised educational curricula are necessary to enhance their play support capabilities.

Conducting 24-hour movement behaviour research with preschool children in middle-income countries: Lessons from the SUNRISE pilot study in Mexico.

ObjectivesMovement behaviour research among preschoolers is nascent in low- and middle-income countries, where levels of physical activity, sleep, and sedentary time in children are largely unknown. This study aimed to adapt and assess the acceptability and feasibility of the International Study of Movement Behaviours in the Early Years (SUNRISE) in Mexico, and report on challenges and solutions while implementing the protocol. Study designPilot study of the SUNRISE protocol in Mexico. MethodsSafety, logistic challenges, local dynamics, and population needs were considered to adapt the SUNRISE protocol. A gender-balanced sample of 100 children aged 3-4 years from urban and rural communities were recruited through early childcare and education centres (ECECs). Measures on children’s movement behaviours, anthropometry, gross and fine motor skills, and executive functions were collected. Challenges and solutions for implementing the protocol were documented. ResultsThe protocol was well accepted by the school community (School response rate: 83.3%). Data were collected from 132 children (response rate: 44.4%); 88 children had valid accelerometer data (average wear time: 766.8 min/d).Challenges faced included: stringent regulations to access ECECs, low confidence in the research team and protocol, low literacy levels among parents, lack of basic services in rural areas (e.g., electricity, transportation, accommodation), and poor compliance with accelerometer wear time. To overcome them, changes to the protocol considered: adaptions to meet ECECs dynamics, strategies to enhance trust in the research team and protocols (face-to-face communication, demonstrations, and encouraging parental engagement), seeking community leaders to facilitate access to rural areas and ensure the research team’s safety and access to basic facilities, and strategies to improve accelerometer adherence. ConclusionsThis study demonstrates the feasibility of conducting movement behavior research among preschool children through ECECs in Mexico and provides relevant lessons learned that may hold relevance for researchers in settings with similar contexts to Mexico.

Relationship of Serum Nesfatin-1 and Insulin-Like Growth Factor-1 Levels with Adverse Pregnancy Outcomes in Patients with Polycystic Ovary Syndrome.

To investigate the relationship between serum nesfatin-1 and insulin-like growth factor-1 (IGF-1) levels and adverse pregnancy outcomes (APOs) in patients with polycystic ovary syndrome (PCOS). Observational study. Place and Duration of the Study: The study was performed from June 2021 to 2023 in the General Gynaecology section at the Maternity & Child Care Center of Qinhuangdao, Hebei, China. A total of 120 pregnant women with PCOS were divided into the control and study groups. The control group consisted of 70 pregnant women who successfully delivered healthy newborns, whereas the study group included 50 pregnant women who experienced APOs. The serum nesfatin-1 and IGF-1 levels in both groups were measured upon admission. The potential influencing factors of APOs in pregnant women with PCOS and the predictive value of serum nesfatin-1 and IGF-1 for APOs were analysed. Serum nesfatin-1 and IGF-1 levels were significantly higher in the study group than in the control group (p <0.05). Multivariate analysis revealed that testosterone ≥45μg/L, body mass index ≥25kg/m², waist-hip ratio ≥0.80, gestational diabetes mellitus, nesfatin-1, and IGF-1 were independent risk factors of APOs in patients with PCOS. The AUC for IGF-1 plus nesfatin-1 in predicting APOs in pregnant women with PCOS was 0.900 (95% CI: 0.845, 0.955). Elevated serum nesfatin-1 and IGF-1 levels are associated with pregnancy outcomes of patients with PCOS. Polycystic ovary syndrome, Nesfatin-1, Insulin-like growth factor-1, Adverse pregnancy outcome.

유아가 인식하는 자신의 놀이성: 교사의 평가 및 유아 실행 기능과의 관계

This study investigates young children’s self-perceived playfulness and explores the association with playfulness as assessed by teachers and the children’s executive functions. A sample of 183 preschoolers from childcare centers in the metropolitan area was selected purposively for one-on-one assessments to measure the children’s perceived playfulness and executive functions. Teachers were also asked to evaluate the playfulness of the children. Descriptive statistics, correlation analysis, independent sample t-tests, one-way ANOVA, and partial correlation analysis were conducted on the collected data. The results indicated that children generally perceived themselves as highly playful, and this perception was partially correlated with the teachers’ evaluations. No gender differences were found in the children’s self-perceived playfulness, but there were significant age-related differences within the groups. Moreover, a significant correlation was found between the children’s self-perceived playfulness and their executive functions. The findings suggest that children’s self-perceptions of their playfulness are related to both teachers’ assessments and their own executive functioning, thereby generalizing the tendencies observed in previous research where playfulness was assessed by adults such as teachers or parents.

보육교사의 그릿과 놀이지원역량과의 관계에서 놀이교수효능감의 매개효과

This The purpose of this study is to verify the mediating effect of play teaching efficacy in the relationship between grit recognized by daycare center childcare teachers and play support capabilities. To this end, data were collected from 257 childcare teachers, and the main research results are as follows. First, it was found that the grit of daycare center childcare teachers had a statistically significant positive (+) effect on the play support competency. Second, it was found that the grit of daycare center childcare teachers had a statistically significant positive (+) effect on the play teaching efficacy. Third, the play teaching efficacy of daycare center childcare teachers had a statistically significant positive (+) effect on the play support competency. Finally, it was found that the grit of daycare center teachers had a statistically significant effect on the play support competency through the play teaching efficacy as a medium. Based on the above research results, this study aims to provide basic data to effectively improve the play support capabilities of childcare teachers, and to prepare important guidelines for implementing infant and play-oriented curriculum in childcare sites.