Assessing Primary Caregiving in Infant/Toddler Rooms

• In Event: Creating Respectful Caring Cultures From Birth to Three: Moving From Research to Policy

Abstract

This paper will explore the extent that primary caregiving is practiced in infant/toddler rooms in licensed child care centers that have implemented continuity of care compared to infant/toddler rooms that have not implemented continuity of care. Primary caregiving is often not clearly defined in the research literature and as a result, an instrument was developed for this study to measure the level of primary caregiving. Indicators of primary caregiving included the presence of the primary caregiver’s role in routine care, facilitating experiences for children, parent communication, and child documentation.

Primary caregiving was assessed at the individual child level (n=117) for toddlers ages 12-24 months to determine the extent that children were exposed to this type of relationship. Findings indicated that children in continuity of care rooms were more likely to have primary caregiving relationships than their counterparts in non-continuity classrooms. Furthermore, toddlers in continuity of care classrooms where primary caregiving was practiced were more likely to receive higher adult interactions.

Although primary caregiving is embedded in the state’s child care center regulations, results from this study indicated that primary caregiving is unevenly practiced across licensed child care facilities. We argue that primary caregiving relationships provide a mechanism for which deeper and sustained teacher-child interactions may occur, thus strengthening positive developmental outcomes for young children.

Findings from this research were used to launch efforts at the state level to focus provider’s attention on the importance of primary caregiving. These efforts include the development of training, technical assistance, and an implementation manual on primary caregiving. Finally, the importance of primary caregiving relationships will be discussed in regards to aligning the state’s quality rating and improvement system with this practice.

Authors

• Karen Ruprecht, Purdue University

• Lisa Henley