Exploring the relationship between global quality and child engagement in toddler child care classrooms
Date
2013
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Publisher
University of Delaware
Abstract
Toddlers’ engagement with their social and physical environment is an important aspect of their experience in early care and education programs. The purpose of this research study was to examine how global quality relates to children’s engagement in toddler child care classrooms. Additionally, this study explored how toddlers’ group engagement levels vary across classroom contexts, including free play, group activities, meals, transitions, and personal care routines. Thirty toddler child care classrooms participating in Delaware’s Quality Rating and Improvement System (QRIS) were observed using two observational measures. Results indicate that a strong positive relationship exists between engagement and global quality. Global quality and engagement varied significantly between Star Level 2 and Star Level 4 in the QRIS. Child engagement varied significantly by classroom context, with the highest levels of engagement documented during mealtime and free play and the lowest levels of engagement documented during transitions.