FR 1-1
12/2011
ABSTRACT
Multiple Stakeholders Define Quality Child Care
Prepared by: Sarah Clark
HDFS Graduate Student
Oklahoma State
sarah.clark@okstate.edu
Amanda W. Harrist, Ph.D.
HDFS Faculty
Oklahoma State
amanda.harrist@okstate.edu
Harrist, A. W., Thompson, S. D. & Norris, D. J. (2007). Defining quality child care: Multiple stakeholder
perspectives. Early Education & Development, 12(2), 305-336. Doi:
10.1080/10409280701283106
IMPLICATIONS FOR COOPERATIVE
EXTENSION: This study found that parents,
child care center owners and directors, child
caregivers, policy makers, and social service
providers all have their own ideas on what is
important when it comes to quality child care.
When
brought
together,
they
found
communication and rapport, staff characteristics,
visibility and involvement, finances and
resources, professionalism, and caregiver
practices were qualities which were important to
participants. These different components allow
stakeholders to understand what quality
childcare is and what to look for when
evaluating their child care facilities or deciding
where to place their children.
Overview:
Research has found the environment to be
critical for young children’s brain development.
Early environmental stimulation and support
facilitate cognitive and language development,
math and reading achievement, and positive
social outcomes. As out-of-home child care
becomes more common, it is important to
understand what constitutes a high-quality child
care environment. In an effort to expand upon
the typical top-down, researcher-derived
definition of quality, this study examined
outsider-in and insider-out perspectives by
asking multiple stakeholders what they
perceived to be characteristics of quality child
care.
Methods:
Participants: 11 focus groups were conducted
with a total of 92 participants. A majority of
those who chose to participate were of European
American background. The groups were divided
by childcare related backgrounds: 3 groups
consisted of owners or directors of child care
facilities, 3 groups were parents, 3 groups were
child caregivers, 1 group was policy makers, and
1 group was social service professionals.
Recruitment: The researchers compiled a list of
licensed facilities in a metropolitan area in the
Midwest. They called every fourth facility to
find willing participants who were given a call
one week prior to the confirmed date to remind
them about the focus group. Policy makers and
social service professionals received reminder
letters two days prior to their confirmed focus
group date.
Procedure: Each focus group met for 2 hours at
a child care center or a conference room at a
local campus or bank. Focus groups were led by
graduate research assistants who began by
giving an explanation of the study, informed
consent, and the importance of confidentiality.
The research assistants then asked questions
about the purpose of child care; what makes it
high quality; what the key components of quality
are; what caregivers, directors, parents, owners,
policy makers, social service agencies,
businesses, and the community could do to
improve quality, and what one thing would they
change to improve quality. After each question,
the research assistant allowed time for the group
to discuss their thoughts before moving on to the
next question. Discussions were recorded for
transcription.
Results:
Defining Components of Quality: Grounded
theory analysis was conducted by three
researchers and resulted in the identification of
six categories which participants thought were
important when looking for quality childcare.
These categories were communication and
rapport, staff characteristics, visibility and
involvement,
finances
and
resources,
professionalism, and caregiver practices.
 Communication and rapport were seen as
important because it allows for team work,
improved accountability, and support and
respect increase job satisfaction.
 Staff characteristics include child-to
caregiver ratio, training and education of
the caregiver, and turnover rate. These
were seen as important because
participants found those caregivers who
are trained and educated are more likely to
use developmentally appropriate practices
in the classroom and be aware of
children’s differences and needs. When
there are lower child-to-caregiver ratios,
the caregiver is able to focus more on
individual children. A lower turnover rate
allows for caregivers to know the children
and parents, allows for consistency within
the classroom, and helps establish rapport
between the parents and caregivers.
 Visibility
and
involvement
were
differentially important, depending on the
stakeholder involved: Parent visibility was
seen as important because it allows for
parent-caregiver
relationships
and
encourages communication about how the
child is doing outside the home setting.
Director visibility was shows parents they
know what is going on within the
classrooms and facility. Owner visibility
was seen as important because it allows
for parents to know who the owners are as
well as allowing the owners to observe the
needs of the facility.
 Finances and resources were seen as
important because as they were integrated
with the other five quality components.
Many felt child care cost needs to be
reduced, but other noted that when costs
are reduced, finances do not allow


caregivers and directors to be paid what
they need to support quality caregiving.
Professionalism refers to caregiver and
public perceptions of the profession of
child care as valuable. Professionalism
was seen as important because many in
society do not deem early childhood
education as important (as indicated by the
low pay scale), yet research shows that it
is quality care is crucial; until it is valued
as a profession, it will be hard to make
strides in improving pay or public policy.
Caregiver practices include work habits,
effective behaviors, and positive attitudes
among child caregivers. They were seen
as including developmentally appropriate
practices, being nurturant and responsive
to children, and maintaining safety
guidelines. Participants felt caregivers
should also be creative, parent-like, funloving, and expressive. These practices
were seen as important because they allow
for the caregiver to encourage the child’s
development as well as give them a sense
of security. Participants also felt
caregivers need to continue with their
education as well as learn through their
experiences.
Discussion:
This study shows that diverse stakeholders such
as parents, caregivers, directors, and policy
makers agree there are certain components
within child care settings that make them quality
programs. Communication and rapport, staff
characteristics, visibility and involvement,
professionalism, and caregiver practices were all
important to the desired quality of child care
facilities but are hindered at times by finances,
resources, and the lack thereof. By knowing
what is considered central to quality in child
care, those involved can help others become
aware of the importance of early childhood
education, which may then lead to policy makers
understanding its importance, as well. The
availability of quality child care will allow for
families to place their children in facilities which
will encourage the child’s socioemotional and
cognitive development.