Child Care Sites Research Articles

영유아교육기관의 평가 고찰 - 한국, 영국, 호주, 뉴질랜드를 중심으로

In Korea, the revised evaluation system has been in effect since July 2024. It is very important for the revised evaluation system to settle well in the childcare site and support the improvement of the institution's service quality. To this end, the evaluation systems of Korea, the UK, Australia, and New Zealand will be reviewed and the future progress of the revised evaluation system in Korea will be discussed. The OECD emphasized the effect of service quality on the development, well-being, and learning of infants and young children by identifying the relationship between structural and processive quality for evaluation. This study is a literature study, and for data collection, literature related to the evaluation system, major websites that manage the evaluation of each country, and embedded reports were referenced. For data analysis, two analysis frameworks were presented: How is the evaluation system in each country? How is the evaluation used in each country? First, the conclusions and discussions on the evaluation system are as follows. First, creating evaluation based on the national-level curriculum. Second, establishing evaluation based on process quality-oriented evaluation. Third, making use of the advantages of qualitative evaluation. Fourth, strengthening the expertise of field evaluators. Fifth, it is to continue to grow through self-evaluation. The following are the conclusions and discussions on the use of evaluation. First, freely participate in the discussion of evaluation results. Second, include specific details when disclosing evaluation results. Third, various incentive cycles for evaluation results.

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.

Site and Provider Characteristics Associated with the Use of Exclusionary Discipline in Minnesota Early Care and Education Sites

ABSTRACT Research Findings: The present study examined site and provider characteristics that may be associated with use of exclusionary discipline in center- and home-based childcare sites (N = 320). Higher numbers of suspensions and expulsions occurred at center-based sites and at sites with greater percentages of children of color. Furthermore, sites that received professional support services expelled more children. At the provider level, expulsions were higher among providers who had fewer years of experience, endorsed elevated levels of burnout, and received professional support services. Classroom suspensions were higher among providers who had earned an associate degree or higher and who rated developmentally appropriate and culturally inclusive practices as less important. Practice or Policy: Organizational, state, and federal policies that limit and regulate exclusionary discipline practices may reduce inequities affecting young children of color. Furthermore, it is important to increase access to training that will enhance providers’ knowledge of developmentally appropriate and inclusive practices and reduce burnout, particularly for less experienced providers and providers at center-based sites. Increased monitoring of early childhood suspensions (rather than only expulsions) can help align resources with childcare sites in need. Longitudinal studies evaluating the effects of policies and interventions that reduce suspensions and expulsions are needed.

영유아교사의 놀이성과 공감능력이 놀이지원역량에 미치는 영향

The purpose of this study is to examine the correlation between playability, empathy ability, and play support competency of early childhood teachers, and the effect of playability and empathy ability of early childhood teachers on play support competency. For this study, a questionnaire was conducted for infants and toddlers in daycare centers and kindergartens nationwide, and data of 348 people were collected. For the results of the study, correlation
 analysis and multiple regression analysis were conducted using the SPSS 28.0 statistical program. The results of this study are as follows. First, for the level of playability, empathy, and play support competency of early childhood teachers, the level of playability was high, and the level of empathy and play support competency of early childhood teachers was also high. Second, there was a significant positive correlation between the play performance and play support competency of early childhood teachers, and a significant positive correlation between the empathy and play support competency of early childhood teachers. Third, the effect of play and empathy of early childhood teachers on play support competency was found to have a significant positive effect. These findings demonstrate that early childhood teachers' ability to support play is an important factor in childcare sites that are implementing play-based curriculum, and various studies that can be used in childcare sites should be activated to improve the playability and empathy of early childhood teachers.

보육교사의 그릿과 창의성이 놀이지원역량에 미치는 영향

Objectives This study aims to find out the effect of childcare teachers' determination and creativity on play sup-port ability.
 Methods To this end, a survey was conducted on five childcare teachers aged 300 to 0 working at daycare centers located in Gwangju Metropolitan City and Jeollanam-do. The collected questionnaires were analyzed using the SPSS 24.0 program, and frequency and percentage, Cronbach α coefficient, mean, standard deviation, skewness, and kurtosis were calculated. In addition, t-test, one-way batch variation analysis, and post-verification were performed, and data were processed through Pearson's appropriate ratio correlation analysis and multiple re-gression analysis.
 Results We first analyzed the mean, standard deviation, skewness, and kurtosis of the study variables and all sat-isfied normality. Second, there was a static correlation between the fighting spirit, creativity, and play support ability of childcare teachers. Third, it can be interpreted that the determination and creativity of childcare teachers have a great influence on play support ability.
 Conclusions The purpose of this study is to develop and distribute programs that systematically support fighting spirit and creativity to strengthen childcare teachers' play support capabilities, and to understand the causal rela-tionship between major variables to provide basic data for improving teachers' high-quality play support capa-bilities in childcare sites.

Microplastics in Australian indoor air: Abundance, characteristics, and implications for human exposure

Studies on airborne microplastics (AMPs) have reported higher abundance of AMPs in indoor air compared to outdoors. Most people spend more time indoors compared to outdoors, and it is therefore important to identify and quantify AMPs in indoor air to understand human exposure to AMPs. This exposure can vary among different individuals as they spend their time in different locations and different activity levels, and thus experience different breathing rates. In this study, AMPs ranging from 20–5000 μm were sampled across different indoor sites of Southeast Queensland using an active sampling technique. The highest indoor MP concentration was observed at a childcare site (2.25 ± 0.38 particles/m3), followed by an office (1.20 ± 0.14 particles/m3) and a school (1.03 ± 0.40 particles/m3). The lowest indoor MP concentration was observed inside a vehicle (0.20 ± 0.14 particles/m3), comparable to outdoor concentrations. The only shapes observed were fibers (98%) and fragments. MP fibers ranged from 71 to 4950 μm in length. Polyethylene terephthalate was the prominent polymer type at most sites. Using our measured airborne concentrations as inhaled air concentrations, we calculated the annual human exposure levels to AMPs using scenario-specific activity levels. Males between the ages of 18 to 64 were calculated to have the highest AMP exposure at 3187 ± 594 particles/year, followed by males ≥65 years at 2978 ± 628 particles/year. The lowest exposure of 1928 ± 549 particles/year was calculated for females between the ages of 5 to 17. This study provides the first report on AMPs for various types of indoor locations where individuals spend most of their time. Considering acute, chronic, industrial, and individual susceptibility, more detailed human inhalation exposure levels to AMPs should be estimated for a realistic appraisal of the human health risk, including how much of the inhaled particles are exhaled. SynopsisLimited research exists on the occurrence and the associated human exposure levels to AMPs in indoor locations where people spend most of their time. This study reports on the occurrence of AMPs at indoor locations and associated exposure levels using scenario-specific activity levels.

Early care and education after COVID-19: A perspective

This perspective highlights the experiences and observations of an early care and education researcher reentering the field after the lifting of COVID-19 restrictions in the USA. Specifically, this perspective highlights the struggles of children, teachers, early care and education leaders, and the system itself as early care and education attempts to return to normal post COVID-19. Children exhibit behavioral, social, cognitive, and physical challenges. Teachers are burned out from grueling cleaning and safety protocols and caring for children who have missed the benefits of early care and education socialization during the pandemic. Leaders are struggling to keep a stable workforce and fill many roles in the childcare site. This perspective details firsthand experiences and recent relevant literature to describe these struggles.

성인계속교육학습자의 비대면 온라인 수업 사례 고찰

Objectives The purpose of this study is to analyze the lecture preparation, lecture characteristics, and lecture satisfaction of adult continuing education learners in childcare sites in the process of converting in person to online lectures.
 Methods To this end, this author examined the syllabus, LMS and SNS materials, PPT, and learners' self-report data. ‘The guidance of child life’ as a synchronous video conferencing lecture and ‘Advanced Child Counseling’ as a video recording lecture conducted in the second semester of 2021 with Merriam qualitative analysis. The participant was a total of 65 adult continuing education learners of the Department of Industrial Education, composed of faculty and staff of daycare centers at C University in Seoul, and conducted a satisfaction survey using questionnaires.
 Results First, video-recorded lectures take less time than face-to-face lectures, requiring instructors to mount various materials before class, while synchronous video conferencing lecture, require both instructors and adult continuing education learners to have prepared online skills before class. Second, video-recorded lectures have the advantage of being able to use time and space freely, but in order to compensate for the lack of online class time, weekday assignments are a burden for adult continuing education learners, while synchronous video conferencing lecture has the advantage of freely using space and giving social presence, but various motivational factors and technical devices that can increase immersion due to low class concentration should be supplemented. Third, in the class satisfaction survey, it was found that adult continuing education learners expressed higher satisfaction with video-recorded lectures than with synchronous video conferencing lecture.
 Conclusions Through this study, it was found that for non-face-to-face online classes of adult continuing education learners, it is necessary to build infrastructure for uploading various materials and strengthen online technology, and online teaching methods should be implemented for high-quality interaction between ‘instructor-learners’ in non-face-to-face situations. In addition, as an adult continuing education learner who works in a children's daycare center during the day, it was an effective medium to use video-recorded lecture, including various motivational elements. It is hoped that this study will contribute to the more efficient operation of non-face-to-face online lectures for adult continuing education learners at universities.

"It's hard for everyone" systemic barriers to home confinement to prevent community spread of COVID-19.

Rapid identification and isolation/quarantine of COVID-19 cases or close contacts, respectively, is a vital tool to support safe, in-person learning. However, safe isolation or quarantine for a young child also necessitates home confinement for at least one adult caregiver, as well as rapid learning material development by the teacher to minimize learning loss. The purpose of this study is to better understand barriers and supports to student home confinement. We conducted a mixed-methods study using focus group discussions and a self-administered online survey with parents and staff members from 12 elementary schools and childcare sites across San Diego County serving low-income and socially vulnerable families. Focus group participants reported that mental distress and loneliness, learning loss, childcare, food, income loss, and overcrowded housing were major barriers related to home confinement. The experiences described by FGD participants were prevalent in a concurrent community survey: 25% of participants reported that isolation would be extremely difficult for a household member who tested positive or was exposed to COVID-19, and 20% were extremely concerned about learning loss while in isolation or quarantine. Our findings suggest that there are serious structural impediments to safely completing the entire recommended course of isolation or quarantine, and that the potential for isolation or quarantine may also lead to increased hesitancy to access diagnostic testing.

Child and Adult Care Food Program Participation Benefits, Barriers and Facilitators for Independent Child Care Centers in California.

The Child and Adult Care Food Program (CACFP) provides reimbursements for nutritious foods for children with low-income at participating child care sites in the United States. The CACFP is associated with improved child diet quality, health outcomes, and food security. However CACFP participation rates are declining. Independent child care centers make up a substantial portion of CACFP sites, yet little is known about their barriers to participation. Researcher-led focus groups and interviews were conducted in 2021-2022 with 16 CACFP-participating independent centers and 5 CACFP sponsors across California CACFP administrative regions to identify participation benefits, barriers, and facilitators. Transcripts were coded for themes using the grounded theory method. CACFP benefits include reimbursement for food, supporting communities with low incomes, and healthy food guidelines. Barriers include paperwork, administrative reviews, communication, inadequate reimbursement, staffing, nutrition standards, training needs, eligibility determination, technological challenges, and COVID-19-related staffing and supply-chain issues. Facilitators included improved communication, additional and improved training, nutrition standards and administrative review support, online forms, reduced and streamlined paperwork. Sponsored centers cited fewer barriers than un-sponsored centers, suggesting sponsors facilitate independent centers' CACFP participation. CACFP participation barriers should be reduced to better support centers and improve nutrition and food security for families with low-income.

Feeding and Activity Environments for Infants and Toddlers in Childcare Centers and Family Childcare Homes in Southeastern New England.

Few studies have documented the food and physical activity (PA) environments of childcare settings caring for children <24 months of age, although they may be key contributors to developing child PA and diet patterns. We used an adapted Environment and Policy Assessment and Observation tool to assess the food and activity environments for infants and toddlers in childcare centers (n = 21) and family childcare homes (FCCH) (n = 20) and explored differences by childcare type. Many similarities were found between childcare site types; however, centers used more recommended feeding practices than FCCH (e.g., 100% of center providers talked with toddlers about feelings of hunger or fullness compared to 18% of family childcare providers (FCCP), p < 0.01). Differences in non-recommended feeding practices (e.g., spoon feeding, bottle propping and encouraging unhealthy foods) were mixed between childcare types. Toddlers in centers spent more time playing at higher PA levels than those in FCCH (61 vs. 13 min, p < 0.001). Screen time was observed in FCCH, but not in centers. Differences between childcare types may indicate differential influences on infant and toddler feeding and PA behaviors, which could predict disparate obesity risk. Future research should further observe these behaviors in a larger sample of centers and FCCH to inform childcare interventions and policies.

유아교사 양성평등 실천정도와 교육요구도에 관한 연구

In order to use it as basic data for gender equality education for early childhood teachers, this study diagnosed the degree of gender equality practice of early childhood teachers in 508 kindergarten and childcare teachers in Gyeongsangbuk-do, and the main results are as follows. First, the overall degree of gender equality practice of early childhood teachers was high, but gender bias and gender role stereotypes were expressed in some questions. Second, 75.9% of early childhood teachers in Gyeongsangbuk-do said that gender equality education for teachers was necessary, and 69.6% said they would participate in this education. As for the desired educational content, the teaching strategy for gender equality that can be applied to the field was the most, and the demand for providing educational programs and contents that can be used in the educational field was the highest for gender equality childcare practice. Based on these research results, the following suggestions are made to improve the practical ability of early childhood teachers to practice gender equality and to reflect educational needs. First, when conducting gender equality education for early childhood teachers, it is necessary to focus on strengthening practical skills rather than theory so that it can be actually applied in the early childhood education field. Second, customized education for each age group of infant teachers is needed. Third, it is necessary to provide manuals and contents so that infant teachers can practice gender equality in childcare sites. Fourth, kindergarten teachers should also be required to receive education.

Exploring childcare sites in the COVID-19 Pandemic situation experienced by childcare teachers

목적 본 연구는 코로나-19 팬데믹(Pandemic) 상황에 있는 보육현장을 보육교사의 경험을 통해 구체적으로 탐구하였다. 이를 통해 포스트코로나 시대에 보육현장에 필요한 정책마련에 기초자료를 제공하고, 궁극적으로는 코로나-19로부터 영·유아들을 안전하게 보호하여 건전한 발달을 이룰 수 있도록 하는 구체적인 방법을 모색하는데 시사점을 제공하고자 한다. 방법 이와 같은 연구목적에 부합하기 위해 코로나-19 상황 속에서 담임교사로 재직하고 있는 경력 6년 이상의 현직 보육교사 6인을 대상으로 심층면담을 통해 자료를 수집하고, Colaizzi(1978)가 제시한 질적 분석방법에 따라 분석하여 코로나-19 상황 속의 보육환경의 본질을 구체적으로 탐색하였다. 결과 그 결과 코로나-19로 인해 보육현장은 많은 변화를 맞이하고 있었다. 첫째, 보육교사들은 영유아의 발달과 보육현장을 고려하지 않은 코로나-19 정책으로 인해 어려움을 격고 있는 것으로 나타났다. 둘째, 코로나-19로 인해 보육교사들은 증가된 업무와 정서적인 우울, 불안 등과 같은 갈등 속에서 어려움을 겪고 있었다. 결론 코로나-19가 장기화 되는 상황 속에서 변화된 보육환경을 이해하고, 보육교사들이 경험하고 있는 실제적인 어려움을 지원할 수 있는 구체적인 제도와 방안이 필요하다.

Status of Beverages Served to Young Children in Child Care After Implementation of California Policy, 2012-2016.

IntroductionSince 2012, licensed California child care centers and homes, per state policy, are required to serve only unflavored low-fat or nonfat milk to children aged 2 years or older, no more than one serving of 100% juice daily, and no beverages with added sweeteners, and they are required to ensure that drinking water is readily accessible throughout the day. We evaluated adherence to the policy after 4 years in comparison to the adherence evaluation conducted shortly after the policy went into effect.MethodsLicensed California child care sites were randomly selected in 2012 and 2016 and surveyed about beverage practices and provisions to children aged 1–5 years. We used logistic regression to analyze between-year differences for all sites combined and within-year differences by site type and participation in the federal Child and Adult Care Food Program (CACFP) in self-reported policy adherence and beverage provisions.ResultsRespondents in 2016 (n = 680), compared with those in 2012 (n = 435), were more adherent to California’s 2010 Healthy Beverages in Child Care Act overall (45.1% vs 27.2%, P < .001) and with individual provisions for milk (65.0% vs 41.4%, P < .001), 100% juice (91.2% vs 81.5%, P < .001), and sugar-sweetened beverages (97.4% vs 93.4%, P = .006). In 2016, centers compared with homes (48.5% vs 28.0%, P = .001) and CACFP sites compared with non-CACFP sites (51.6% vs 27.9%, P < .001) were more adherent to AB2084 overall.DiscussionBeverage policy adherence in California child care has improved since 2012 and is higher in CACFP sites and centers. Additional policy promotion and implementation support is encouraged for non-CACFP sites and homes. Other states should consider adopting such policies.

Child Care Sites Participating in the Federal Child and Adult Care Food Program Provide More Nutritious Foods and Beverages

ObjectiveTo compare food/beverage provisions between child care sites participating and not participating in the Child and Adult Care Food Program (CACFP). DesignCross-sectional survey administered in 2016. SettingLicensed child care centers and homes. ParticipantsChild care providers (n = 2,400) randomly selected from California databases (30% responded). Respondents (n = 680) were primarily site directors (89%) at child care centers (83%) participating in CACFP (70%). Main Outcome MeasuresMeals/snacks served, and food/beverage provisions provided to children of age 1–5 years on the day before the survey. AnalysisOdds ratios unadjusted and adjusted for the number of meals/snacks using logistic regression. ResultsCompared with CACFP sites, non-CACFP sites provided fewer meals/snacks; had lower odds of providing vegetables, meats/poultry/fish, eggs, whole grains, and milk; and had higher odds of providing candy, salty snacks, and sugary drinks. After adjusting for the number of meals/snacks, differences were attenuated but remained significant for meats/poultry/fish, milk, candy, salty snacks (centers only), and sugary drinks. Differences emerged in favor of CACFP for flavored/sugar-added yogurt, sweet cereals, frozen treats, and white grains. Conclusions and ImplicationsChild care sites participating in CACFP are more likely to provide nutritious foods/beverages compared with non-CACFP sites. Child care sites are encouraged to participate in or follow CACFP program guidelines.

Reducing the Burden of Peripheral Childcare Services at Childcare Sites and the Possibility of Cooperation from Local Volunteers

Reducing the Burden of Peripheral Childcare Services at Childcare Sites and the Possibility of Cooperation from Local Volunteers

Motor Competence Levels and Developmental Delay in Early Childhood: A Multicenter Cross-Sectional Study Conducted in the USA.

Developmental delay in motor competence may limit a child's ability to successfully participate in structured and informal learning/social opportunities that are critical to holistic development. Current motor competence levels in the USA are relatively unknown. The purposes of this study were to explore motor competence levels of US children aged 3-6years, report percentages of children demonstrating developmental delay, and investigate both within and across childcare site predictors of motor competence, including sex, race, geographic region, socioeconomic status, and body mass index percentile classification. Potential implications from results could lead to a greater awareness of the number of children with developmental delay, the impetus for evidence-based interventions, and the creation of consistent qualification standards for all children so that those who need services are not missed. Participants included children (N = 580, 296 girls) aged 3-6years (Mage = 4.97, standard deviation = 0.75) from a multi-state sample. Motor competence was assessed using the Test of Gross Motor Development, Second Edition and the 25th and 5th percentiles were identified as developmental delay-related cutoffs. For both Test of Gross Motor Development, Second Edition subscales, approximately 77% of the entire sample qualified as at risk for developmental delay (≤ 25th percentile), while 30% of the entire sample were at or below 5th percentile. All groups (e.g., sex, race, socioeconomic status) were prone to developmental delay. Raw object control scores differed by sex. Developmental delay in motor competence is an emerging epidemic that needs to be systematically acknowledged and addressed in the USA. By shifting norms based upon current data, there may be a lower standard of "typical development" that may have profound effects on factors that support long-term health.

Active Science Pilot Study

One of the major factors contributing to childhood obesity is physical inactivity. It is recommended that children and adolescents participate in sixty minutes of moderate-to-vigorous physical activity (MVPA) daily. Recently, afterschool programs have been identified as ideal settings where children (5-14 years) can accumulate a significant portion of their total daily, recommended level of moderate-to-vigorous physical activity. PURPOSE: The purpose of the current study was to assess the effectiveness of the Active Science program delivered in different site locations across the U.S. The program integrates physical activity with science learning for children in the afterschool setting. METHODS:Participants were 72 children (35 females, mean age=9.2 years, SD=0.9) from five YMCA afterschool childcare sites located in five states. The six-week Active Science program was implemented twice per week for 60 minutes at a YMCA afterschool site. The participants completed thirty minutes of physical activity followed by a science lesson delivered through the Active Science Mobile App. Sites were randomly assigned to Active Science and the control (i.e., regular after school program). After six weeks, the sites switched to enable both groups to receive the intervention. Science tests and accelerometers were used to measure science performance, steps, and MVPA minutes. RESULTS: For the Active Science group, the pre and post improvement was significant, p<.05. Average science test scores for pre and post-tests were M=58.46, SD=21.79 and M=69.39, SD=14.07, respectively. For physical activity, participants had significantly higher steps/hour when they completed the Active Science program compared to when they were in the regular afterschool program, M=1826, SD=571, M=685, SD=161, respectively, F(1,55)=280, p<.001. Significant differences were found of MVPA%, M=38.16%, SD=20.05%, M=30.03%, SD=14.83%, respectively, F(1.55)=44.8, p<.001. CONCLUSION: The results supported that Active Science promotes physical activity participation and facilitates science learning for children in the afterschool environment, and can be effectively delivered by minimally trained staff in multiple locations.

A Neighborhood Notion of Emergent Literacy: One Mixed Methods Inquiry to Inform Community Learning

Using a convergent parallel mixed methods design, this study considered the early literacy and language environments actualized by childcare providers and parents of young children (ages 3–5) living in one large urban community in the United States of America. Both childcare providers and parents responded to questionnaires and participated in focus groups held at various community sites within the neighborhood. Using snowball sampling, 77 childcare providers and 149 parents responded to surveys that asked about their individual roles in children’s emergent literacy development. Subsequently, several focus groups were held, ensuring childcare provider and parent representation from both center and home-based early childcare sites. Study questions considered the consistencies and inconsistencies in beliefs and actions by members of both community groups regarding early literacy development. Consistencies and inconsistencies were identified through a descriptive comparative analysis within and across survey and focus group data to guide the implementation of practical, ecological, research-based community learning that can be used as a model for other communities seeking to create similar communities of practice.

Drinking water in California child care sites before and after 2011-2012 beverage policy.

IntroductionDrinking water is promoted to improve beverage nutrition and reduce the prevalence of obesity. The aims of this study were to identify how water was provided to young children in child care and to determine the extent to which water access changed after a federal and state child care beverage policy was instituted in 2011 and 2012 in California.MethodsTwo independent cross-sectional samples of licensed child care providers completed a self-administered survey in 2008 (n = 429) and 2012 (n = 435). Logistic regression was used to analyze data for differences between 2008 and 2012 survey responses, after adjustment for correlations among the measurements in each of 6 child care categories sampled.ResultsA significantly larger percentage of sites in 2012 than in 2008 always served water at the table with meals or snacks (47.0% vs 28.0%, P = .001). A significantly larger percentage of child care sites in 2012 than in 2008 made water easily and visibly available for children to self-serve both indoors (77.9% vs 69.0%, P = .02) and outside (78.0% vs 69.0%, P = .03). Sites that participated in the federal Child and Adult Care Food Program had greater access to water indoors and outside than sites not in the program. In 2012 most (76.1%) child care providers reported no barriers to serving water to children. Factors most frequently cited to facilitate serving water were information for families (39.0% of sites), beverage policy (37.0%), and lessons for children (37.9%).ConclusionWater provision in California child care improved significantly between samples of sites studied in 2008 and 2012, but room for improvement remains after policy implementation. Additional training for child care providers and parents should be considered.