Early Childhood Education And Care Centres Research Articles

Conversations in early childhood education and care centres

Abstract The present study describes the use of recasts by early childhood education and care (ECEC) professionals in five ECEC centres in France, and their effects on children’s language production – particularly on the phonological and morphosyntactic levels. We adopt a multimodal approach, taking into account recasts conveyed by vocal and visual modalities. The ECEC setting offers a complex interaction framework with more multiple and intertwined conversations than dyadic interactions. We aim to answer two questions: to what extent do the recasts of ECEC professionals contribute to the co-construction of meaning and discourse, and how do they constitute favourable contexts for children to experience the situated use of formal and functional linguistic features? Our results, based on 135 interactional sequences and qualitative analysis, show that under certain conditions, recasts are an efficient professional practice for scaffolding language acquisition and for involving children as active participants in dyadic interaction.

Effectiveness of a movement and music programme on activity, sedentary, and sleep behaviours and motor and musical skills in young children: protocol for the MoviMusi cluster randomised controlled trial

The early childhood education and care (ECEC) environment is an important setting for providing children with daily opportunities for movement and music, supporting holistic child development in the early years. To date, there are no studies evaluating the implementation of a holistic programme in the ECEC context in the areas of movement behaviour and motor and musical skills. The main aim is to examine the effectiveness of a holistic movement and music programme on physical activity (PA), sedentary behaviour and sleep, motor skills and musical skills in young children (1–3 years). The secondary aims are to examine the impact of the movement and music programme on the perceptions of the educational community, as well as the barriers and facilitators they perceive in the process of baseline assessment, construction, and implementation of the movement and music programme in their own ECEC community. This cluster-randomised controlled trial (intervention and control groups) with public ECEC centres will be performed over a 24-month period. Baseline measurements will be taken in the first year of the project, and assessments to examine the effectiveness of the programme will take place 12 months after the baseline assessment. For young children the main outcome variables will be: (a) PA, sedentary time, and sleep time; (b) gross and fine motor skills; and (c) musical skills. The secondary outcomes will be: (a) PA and sedentary time during outdoor play and structured PA sessions; (b) play patterns during outdoor free play; and (c) movement and music behaviours after ECEC hours. For families, secondary outcomes will be: (a) perceived barriers and facilitators to PA in young children; (b) perceived barriers and facilitators to the inclusion of music at home; and (c) the means of transport to ECEC settings and barriers to active commuting. For ECEC educators, the secondary will be: (a) perceived barriers and facilitators for the inclusion of movement and music as curricular practices in the ECEC institution; (b) perceived impact of the implementation of the movement and music programme. This research project aims to fill a knowledge gap during a period of childhood that has rarely been explored, either nationally or internationally (1–3 years), and to position movement and music teaching practices as key contexts in the curriculum development of infant and toddler education.

Leadership as a profession in early childhood education and care

ABSTRACT Background Early childhood education and care (ECEC) centres have historically been overlooked and undervalued globally. However, recent economic investments and numerous changes have significantly impacted the role of ECEC centre leaders and their requirements. Moreover, recent research on educational leadership highlights its importance for both child development and employee well-being, as well as for maintaining pedagogical quality. Despite this recognition, ECEC centre leaders still lack systematic leadership education and adequate working structures. Purpose This study aimed to review research evidence to understand how Finnish ECEC centre leaders position themselves within the realm of leadership as a profession. Specifically, the focus was on identifying the key components of leader competence. Method We conducted a narrative structural analysis, following the framework developed by using data from 20 short writings by ECEC centre leaders. Four types of narrative were constructed to capture the essence of ECEC centre leaders’ competence. Subsequently, these narrative types were analysed using levels of narrative positioning to gain insights into how these different narratives relate to leadership as a profession. Findings Through this two-step narrative analysis, we identified four types of narratives among ECEC centre leaders: professional leader, contextual leader, teacher leader, and leader persona. The findings underscore the importance of pedagogical understanding and competence as central themes in the narratives of ECEC centre leaders. However, a comprehensive understanding of general leadership competence as a learnable practice was not consistently evident across the narrative types. Conclusion The reflection on these findings suggests that ECEC leadership as a profession is still an emerging phenomenon. Moving forward, there is a need for systematic leadership education and the development of functional leadership structures to clarify the concept of leadership as a shared practice and to ensure its effective implementation in ECEC centres.

Standardisation and diversification – policy tools to govern early childhood education and care

ABSTRACT Policy tools have become widespread in education, which indicates efforts to standardise content and professional practices. However, such standardisation might be in contrast to Nordic early childhood education and care (ECEC) traditions of diversity and local variation. We therefore study the distributors and enactment of policy tools in ECEC in light of content regulations and calls for evidence-based practices in ECEC through comparative case studies of 14 Norwegian centres. We identify the tools that are used in ECEC centres and analyse how they are enacted by staff. The material consists of documents from ECEC centres and semi-structured interviews with heads and staff. By employing a theoretical framework based on discursive institutionalism, we find that efforts are being made to standardise didactical practices. The tools are distributed by a range of actors, but our analysis reveals that staff shape and develop tools through coordinative discourses.

“Creating security and a good relationship with the student” – Exploring ECEC teachers’ relational professionalism during mentor training

Previous research on mentor training in early childhood education and care (ECEC) teacher education has shown that relationships are at the core of mentoring (Kupila et al., 2017; Ukkonen-Mikkola et al., 2021). This article presents findings from a qualitative study that aims to explore ECEC teachers’ relational professionalism (Furu & Sandvik, 2019) during mentor training. Our research material consisted of essays (n = 77) from the final reflective essay of a mentor training course for ECEC teachers, which were analysed through narrative analysis (Clandinin et al., 2016). The results show that ECEC teachers’ relational professionalism is built in three types of entangled relationships: (1) relation to oneself, (2) relation to the student and (3) relation to colleagues. The results imply that relationally professional mentors are a key factor that contributes to students continuing in the profession after graduation. This requires that the university engages in cooperation and relationships with the ECEC centres that receive students in the practicum. The university needs to offer mentor training and develop rich opportunities for mentors, their colleagues, and leaders in ECEC to establish relationships with all parties involved on all levels.

Composition of staff teams in early childhood education and care centres in nine countries

This study draws on data from TALIS Starting Strong 2018, an international survey of early childhood education and care (ECEC) staff and leaders, to examine the staff roles (leader, teacher, assistant, specialised staff, intern, other) that are included in ECEC centres in nine countries: Chile, Denmark, Germany, Iceland, Israel, Japan, Korea, Norway and Türkiye. The staffing profiles in ECEC centres are compared across countries as well as within countries, according to whether the centre was co-located with a primary school, its size in terms of the number of children enrolled, and the concentration of children with special needs and those from socio-economically disadvantaged homes. In addition, associations between the share of teachers and assistants in ECEC centres and staff reports of their time working on tasks without children, their collaboration with colleagues, their work-related stress and job satisfaction were examined. Results are discussed in terms of the different policy contexts in the participating countries and implications for building an ECEC workforce to address demands for both increased access to and better ECEC quality for children.

Pandemic-related challenges for team leadership in ECEC centres in Germany

This article investigates Early Childhood Education and Care (ECEC) leadership during the COVID-19 pandemic. The focus is on ECEC leaders’ perceptions of team leadership during the COVID-19 pandemic in Germany. The purpose of the study is to increase understanding of the team-related challenges ECEC leaders have been confronted with, how they have been experienced and mastered. Therefore, two qualitative studies were designed (Hamburg, Leipzig). A total of 55 ECEC leaders from different federal states were surveyed in guideline-based qualitative interviews (Leipzig study: n = 20 ECEC leaders; Hamburg study: n = 35 ECEC leaders) and analysed with a qualitative content analysis. The results show how teamwork changed under the pandemic conditions and what challenges the leaders faced, including a lack of staff (due to e. g. quarantine, disease), structural separation of teams, lack of communication, additional tasks (political regulations), and missing collaboration with parents. The results indicate that not only ECEC leaders are required to organise team development activities on a regular basis or to reflect on the experiences of the pandemic within heterogeneous teams but also setting providers and sectoral policies are called upon to support ECEC centres in crisis according to their needs.

Teachers’ Perceptions of the Cultural Capital of Children and Families with Immigrant Backgrounds in Early Childhood Education

Finnish society has become increasingly diverse relatively recently, notably during the past few decades. This paper explores the perceptions of early childhood education and care (ECEC) teachers (n = 11) about the cultural capital of those children and families growing up in immigrant background families and their sense of belonging in early childhood settings in Finland. We draw on curriculum frameworks to understand these constructs. The paper utilises Bourdieu’s concept of cultural capital to conceptualise the sense of belonging for children and families with an immigrant background in Finnish ECEC. The interviews consisted of two pairs and two group interviews with teachers from four ECEC centres, each including two to four ECEC teachers. The data analysis is based on a constructivist grounded theory (CGT) informed content analysis. This approach shows how ECEC teachers’ pedagogical practices guide immigrant families and children in Finland towards a national identity. The findings indicate that play and language learning facilitated the development of cultural capital. Nonetheless, it is crucial to investigate the family viewpoint in the future.

Present but silent? The use of languages other than Norwegian in mainstream ECEC

In this paper we present a survey-based study on multilingual practices in 47 ECEC (early childhood education and care) centres, mainly in eastern Norway. Our main concern was to investigate the languages known by staff and children and to explore the extent to which these languages are in active use in day-to-day activities. Our data showed that both staff and children in the selected ECEC groups spoke several languages in addition to Norwegian. Even so, a considerable proportion of the languages known by staff and children were never or rarely in use, and in many ECECs the use of languages other than Norwegian mainly took place when parents were present or when children played without staff interference. We discuss our findings considering theories of multilingual education, asking how ECEC staff can work in order to allow for languages other than Norwegian to be more explicitly considered part of the ECEC language learning environment.

Delta and Omicron: protective measures and SARS-CoV-2 infections in day care centres in Germany in the 4th and 5th wave of the pandemic 2021/2022

BackgroundDuring the five waves of the SARS-CoV-2 pandemic so far, German early childhood education and care (ECEC) centres implemented various protective measures, such as wearing a face mask, fixed children-staff groups or regular ventilation. In addition, parents and ECEC staff were increasingly vaccinated throughout 2021. During the 4th wave, variant of concern (VOC) Delta-driven transmission indicators reached record values at the end of 2021. Those values were even exceeded in the 5th wave at the beginning of 2022 when Omicron dominated. We examine which factors facilitated or prevented infection with SARS-CoV-2 in ECEC centres, and if these differed between different phases within wave 4 (Delta) and 5 (Omicron).MethodsSince August 2020, a weekly online survey among approximately 8000 ECEC managers has been conducted, monitoring both incident SARS-CoV-2 infections and protective measures taken. We included data from calendar week 26/2021 to 05/2022. We estimate the probability of any infections and the number of SARS-CoV-2 infections in children, parents and staff using random-effect-within-between (REWB) panel models for binomial and count data.ResultsWhile children, parents and staff of ECEC centres with a high proportion of children from families with low socioeconomic status (SES) have a higher risk of infections in the beginning of wave 4 (OR up to 1.99 [1.56; 2.56]), this effect diminishes for children and parents with rising incidences. Protective measures, such as wearing face masks, tend to have more extensive effects with rising incidences in wave 5 (IRR up to 0.87 [0.8; 0.93]). Further, the protective effect of vaccination against infection among staff is decreasing from wave 4 to wave 5 (OR 0.3 [0.16; 0.55] to OR 0.95, [0.84; 1.07, n.s.]). The degree of transmission from staff to child and from staff to parent is decreasing from wave 4 to wave 5, while transmission from child to staff seems to increase.ConclusionWhile Omicron seems to affect children and parents from ECEC centres with families with all SES levels more equally than Delta, the protective effect of vaccination against infection is decreasing and the effect of protective measures like face masks becomes increasingly important. In order to prevent massive closures of ECEC centres due to infection of staff, protective measures should be strictly adhered to, especially to protect staff in centres with a high proportion of children from families with low socioeconomic status.

A sport focus of ECEC centres appears especially health-promoting for boys from lower socio-economic background

Abstract Background Pediatric overweight is considered one of the 21st century's most serious public health challenges. Many studies investigated individual level determinants of children's body mass index (BMI), yet studies measuring determinants at the meso- level are sparse. As there is a lack of theoretical and empirical knowledge about the role of child care facilities, the aim was to examine the combined effects of family socio-economic position (SEP) and the meso-level variable early childhood education and care (ECEC) centre with sport focus on the BMI of pre-schoolers. Methods We used data from the German National Educational Panel Study (NEPS) and included 1,891 children from 224 ECEC centre groups. Multilevel mixed-effects linear regressions were applied to calculate the main association of ECEC centre focus and family SEP, as well as their interaction on children's BMI. All analyses were adjusted for age, migration background, number of siblings, and employment status of parents and were stratified by gender. Results Boys attending an ECEC centre with a sport focus have on average a lower BMI than boys from ECEC centres not having this focus. Interactive effects between family SEP and ECEC centre focus were found. Considering predictive margins, boys with low family SEP not attending a sport focused ECEC centre had the highest BMI while boys with low family SEP attending a sport focused ECEC centre had the lowest BMI. For girls, no association regarding ECEC centre focus or interactive effects emerged. Girls in the high family SEP tertile had the lowest BMI in both ECEC centre types. Conclusions Our analysis shows the social gradient towards a higher BMI for children from lower SEP families. Considering meso-level factors, we provide evidence for the relevance of ECEC centre characteristics for BMI in boys, whereas for girls the association of family SEP with BMI remains. The ECEC centre focus appears to lower the association of family SEP with BMI for boys.

Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?

ABSTRACT Retention rates for men in early childhood education and care (ECEC) are low. Exit is associated with experience of feeling ‘other’ perpetuated by judgements of men’s sexuality, motives, and ability. In this paper, we take the unique circumstance of many men working together in ECEC to ask whether more men on staff improves experiences of inclusion. We analyse interviews with 10 men working in two Australian ECEC centres in which male educators comprise >20%, of the staff; ten times the international representation of men in the ECEC workforce. Our data identify a developmental process in which supports and mentorship, from female and male colleagues, are critical to retention early in career. Beyond, the building of a distinct male contribution underpins continuing career engagement. However, with the presence of more men new tensions emerge as the ‘alien invader’ becomes the face of the centre, potentially eclipsing the contribution of female colleagues.

Language and early literacy professional development: A complex intervention for early childhood educators and speech-language pathologists

Purpose: Improving language and literacy skills in preschoolers can lead to better life outcomes. One way speech-language pathologists (SLPs) can improve these skills in preschoolers is by supporting educators through professional development (PD). However, PD in early childhood education and care (ECEC) settings is a complex intervention. To improve preschoolers' language and literacy skills using PD, SLPs must first work with educators to change or increase educators' language and literacy-promoting behaviours. This paper aimed to describe educator behaviours and preschooler skills following a real-world language and literacy PD intervention facilitated by two community SLPs. Method: Two pragmatic studies were conducted across four ECEC centres: (1) an observation study of 13 educators' self-reported language and literacy promoting behaviours, and (2) a non-randomised controlled trial investigating the language and literacy skills of 82 preschoolers as reported by their educators and parents/carers. Result: After the intervention, educators rated themselves as performing language and literacy-promoting behaviours more frequently. Educators also rated the early reading skills of preschoolers more highly after the PD intervention, but not preschoolers' oral language or early writing skills. Parents/carers did not report any significant improvements in preschoolers' skills. Conclusion: PD as an SLP intervention, whilst promising, showed mixed outcomes. Educator outcomes improved; however, preschooler outcomes were varied.

Associations of individual factors and early childhood education and care (ECEC) centres characteristics with preschoolers’ BMI in Germany

BackgroundThe number of obese children is rising worldwide. Many studies have investigated single determinants of children’s body mass index (BMI), yet studies measuring determinants at different potential levels of influence are sparse. The aim of this study is to investigate the independent role of parental socioeconomic position (SEP), additional family factors at the micro level, as well as early childhood education and care (ECEC) centre characteristics at the meso level regarding BMI.MethodsAnalyses used the baseline data of the PReschool INtervention Study (PRINS) including up to 1,151 children from 53 ECEC centres. Multi-level models first estimated the associations of parental SEP indicators (parental school education, vocational training, and household income) with the children’s standard deviation scores for BMI (SDS BMI, standardised for age and gender). Second, structural (number of siblings), psychosocial (strained family relationships), and nutrition behavioural (soft-drink consumption, frequency of fast-food restaurant visits) family factors at the micro level were included. Third, characteristics of the ECEC centre at the meso level in terms of average group size, the ratio of overweight children in the group, ECEC centre type (all-day care), and the location of the ECEC centre (rural vs urban) were included. All analyses were stratified by gender and adjusted for age, migration background, and parental employment status.ResultsEstimates for boys and girls appeared to differ. In the full model, for boys the parental SEP indicators were not related to SDS BMI. Factors related to SDS BMI in boys were: two or more siblings; B = -.55; p = 0.045 [ref.: no sibling]), the characteristics of the ECEC centre in terms of average group size (20 – 25 children; B = -.54; p = 0.022 [ref.: < 20 children]), and the ratio of overweight children (more overweight children B = -1.39; p < 0.001 [ref.: few overweight children]). For girls the number of siblings (two and more siblings; B = .67; p = 0.027 [ref.: no sibling]) and average group size (> 25 children; B = -.52; p = 0.037 [ref.: < 20 children]) were related to SDS BMI.ConclusionsThe BMI of preschool children appears to be associated with determinants at the micro and meso level, however with some gender differences. The identified factors at the micro and meso level appear largely modifiable and can inform about possible interventions to reduce obesity in preschool children.

Traffic exposure, air pollution and children's physical activity at early childhood education and care.

A significant number of children attend Early Childhood Education and Care (ECEC). ECEC is an important environment and behaviour setting for young children. Time spent outdoors is positively associated with children's physical activity levels, yet increased time spent physically active outdoors may expose young children to traffic-related air pollution, particularly in ECEC centres located in high traffic areas. This study was part of the Play Spaces and Environments for Children's Physical Activity (PLAYCE) study, Perth, Western Australia. Data from 22 ECEC centres and 478 children were collected. Continuous measures of indoor and outdoor fine particulate matter (PM2.5) were conducted for 48-72h in each ECEC. Children wore ActiGraph GT3X+accelerometers to measure their physical activity at ECEC. The total length of high traffic roads within a 300m road network service area buffer around each ECEC was used to identify high and low traffic centres. Outdoor PM2.5 concentrations peaked in the afternoon (1pm, 2pm and 6pm) at ECEC centres. Outdoor and indoor PM2.5 concentrations were significantly higher for centres located in high compared with low traffic areas (both p<0.05). There was no significant association between a centre being located in a high or low traffic area and the time preschoolers spent outdoors or their physical activity levels. Time periods when air pollution concentrations in ECECs are highest correspond with times when preschoolers are likely to be physically active outdoors. Children's potential exposure to traffic-related air pollutants is occurring during a period of rapid lung development. Given there is no evidence of a safe level of exposure to PM2.5 or a threshold below which no adverse health effects occur, careful planning should be a consideration to avoid locating ECEC centres in high traffic areas.

An Integrative Literature Review of University-Based Early Childhood Education and Care Centres within Early Childhood Teacher Education Settings

This research is an integrative literature review regarding the variety of university-based early childhood education and care (ECEC) centre models. This research focuses on those models that collaborate closely with early childhood (EC) teacher education programmes. The data were gathered from three different databases: ERIC (Ebscohost), Education Research Complete (Ebscohost) and ProQuest Central by using six different search terms. A total of 2766 publications were found. Based on the inclusion criteria, 40 publications were included in a data analysis. These publications consisted of descriptions of 53 different models regarding the collaboration between ECEC centres and universities. Two out of three models (n = 34) were university-based ECEC centres that collaborated closely with EC teacher education programmes by implementing various collaborations in education and research in their daily work. Outreach efforts were also implemented. This research invites EC teacher education programmes and ECEC centres for international collaboration and further research on this topic.

Adoption of Pedagogical Documentation in Finnish ECEC Settings

According to educational research, pedagogical documentation, utilised in early childhood education and care (ECEC) settings in several countries around the world, can enhance participation and quality. However, the use of pedagogical documentation does not have an unequivocal meaning and the impact depends on the context and how pedagogical documentation is implemented and adopted. This study investigated how pedagogical documentation was used and adopted among professionals in Finnish ECEC in the wake of a new normative curriculum in 2016 that made pedagogical documentation mandatory. Theoretically, the study is based on educational research that has a close affinity to the Reggio Emilia approach to documentation. The empirical data (N = 135) was derived from a questionnaire that was sent out to ECEC centres in one larger municipality in Finland. Our empirical data was examined using a mix of quantitative and qualitative content analysis. Our findings arrived at four different dimensions presenting various ways of implementing and adopting pedagogical documentation. We see the results as significant both in Finland and internationally, since pedagogical documentation requires interpretation by ECEC professionals and adaptation to local and regional conditions.

COVID-19 infections in day care centres in Germany: social and organisational determinants of infections in children and staff in the second and third wave of the pandemic

BackgroundDuring the SARS-CoV-2 pandemic, German early childhood education and care (ECEC) centres organised children’s attendance in different ways, they reduced opening hours, provided emergency support for a few children, or closed completely. Further, protection and hygiene measures like fixed children-staff groups, ventilation and surface disinfection were introduced in ECEC centres. To inform or modify public health measures in ECEC, we investigate the occurrence of SARS-CoV-2 infections among children and staff in ECEC centres in light of social determinants (i.e. the socioeconomic status of the children) and recommended structural and hygiene measures. We focus on the question if the relevant factors differ between the 2nd (when no variant of concern (VOC) circulated) and the 3rd wave (when VOC B.1.1.7 (Alpha) predominated).MethodsBased on panel data from a weekly online survey of ECEC centre managers (calendar week 36/2020 to 22/2021, ongoing) including approx. 8500 centres, we estimate the number of SARS-CoV-2 infections in children and staff using random-effect-within-between (REWB) panel models for count data in the 2nd and 3rd wave.ResultsECEC centres with a high proportion of children with low socioeconomic status (SES) have a higher risk of infections in staff and children. Strict contact restrictions between groups like fixed group assignments for children and fixed staff assignments to groups prevent infections. Both effects tend to be stronger in the 3rd wave.ConclusionECEC centres with a large proportion of children with a low SES background and lack of using fixed child/staff cohorts experience higher COVID-19 rates. Over the long run, centres should be supported in maintaining recommended measures. Preventive measures such as the vaccination of staff should be prioritised in centres with large proportions of low SES children.

Barriers and facilitators to structured physical activity interventions in early childhood education and care centres: a systematic review

Introduction: Despite the importance of physical activity and motor competence for young children, many early childhood education and care (ECEC) centres struggle to successfully implement and sustain physical activity programs, especially those delivered by educators rather than physical education specialists. This review aimed to identify factors (barriers and facilitators) reported by educators that may influence their implementation of structured physical activity interventions in ECEC and synthesise these factors according to the 14 domains of the “Theoretical Domains Framework” (TDF). Methods: A systematic search in five scientific databases was undertaken for articles published between 2009 and July 2019 that investigated educator reported barriers and/ or facilitators to implementing structured physical activity programs in ECEC centres. Duplicate abstracts were removed, and selection criteria applied. Data from included studies was extracted and coded in two stages. Extracted factors were mapped and synthesised using the TDF. Results: Of the 1903 identified citations, 12 studies met the inclusion criteria (4 qualitative, 8 mixed methods). Across studies, barriers and facilitators were identified in 11 of the 14 domains of the TDF, with the most frequently reported domains for both barriers and facilitators being “knowledge”, “skills”, and “environmental context and resources”. Within these domains, common themes were educator training, organisational policies and readiness, physical environment and space, supporting resources and time. Relatively few factors were identified in the remaining domains and none were reported for three domains: “intentions”, “memory, attention and decision processes” and “behavioural regulation”. Discussion: This evidence synthesis may help guide development of policy, programs, and implementation strategies that improve uptake and sustainability of structured physical activity interventions in ECEC settings. Greater investigation and reporting of training to build educator knowledge, skills and confidence is warranted. Implementation science frameworks may provide a means to improve intervention design, including involving educators in co-design, whereby potential organisational and educator-level implementation barriers are identified and addressed. Additionally, use of theoretical frameworks in evaluating program implementation may identify a wider range of factors that influence educator behaviour than is currently reported in the literature. Conflict of interest statement: My co-authors and I acknowledge that we have no conflict of interest of relevance to the submission of this abstract.

How stable is program quality in child care centre classrooms?

In the Early Childhood Education and Care (ECEC) sector there is a move to reduce oversight costs by reducing the frequency of quality assessments in providers who score highly consistently across time. However, virtually nothing is known about the stability of ECEC quality assessments over time. Using a validated measure of overall classroom quality, we examined stability of quality in a sample of over 1000 classrooms in licensed child care centres in Toronto, Canada over a 3-year period. Multilevel mixed-effects linear regression analyses revealed substantial instability across all types of ECEC centres, although publicly operated centres were somewhat more stable and tended to have higher quality scores. We also found substantial variance between classrooms within ECEC centres. None of the structural, child/family and neighbourhood characteristics we examined were significantly related to stability of quality ratings. The lack of stability found in our sample does not support the use of a risk-based approach to quality oversight in ECEC. Large within centre classroom quality variance suggest that all classrooms within a centre should be assessed individually. Furthermore, classroom level scores should be posted when scores are made public as part of accountability systems. Future research should, in addition to administrative data used in our study, explore how factors such as educator training, participation in program planning, reflective practices and ongoing learning might improve stability of quality over time.