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Toddlers’ Developmental Trajectories as a Function of QRIS Rated Child Care Quality

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Abstract

Background

State-level child care quality rating and improvement systems (QRIS) have been implemented in a majority of states in the U.S.A. One goal is to improve developmental outcomes for young children, especially from families with fewer resources. Research is needed to determine if QRIS can produce quality improvements that will support the development of children from birth to three years.

Objective

Explore the association of toddlers’ growth trajectories over two years with their participation in varying quality-rated levels of child care.

Methods

In this two-year longitudinal study of 75 toddlers (M age = 15.5 months; SD = 2.36) children’s cognitive and social-emotional growth trajectories were estimated in three assessments, 12 months apart. All toddlers were low-income Child Care and Development Fund voucher recipients, cared for by child care providers within a Midwestern state’s voluntary QRIS. QRIS-rated child care quality, caregiver education level, and child–adult ratio were observed in parallel with individual cognitive and social-emotional child assessments. Growth analyses controlled for parent education, child race, ethnicity, disability status, and gender.

Results

Toddlers who received care in settings rated highest by the QRIS and those with caregivers who had higher education levels progressed at significantly higher rates of development in early learning skills, compared with toddlers placed in QRIS-rated lower quality settings or with caregivers with less education.

Conclusions

State-level QRIS have the potential to inform parents’ and policymakers’ decisions about child care quality associated developmental outcomes for children under three years of age. Especially important is the role of QRIS in incentivizing the educational preparation of toddler caregivers.

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Acknowledgements

The authors are grateful for the participation of the many people who staffed and participated in this research. Dr. Karen Ruprecht was project manager, and Dr. Sharon Christ was the statistical consultant. Field-based research assistants were Hannah Addie, Darcee Hume-Thoren, Carolyn Langill, Pam Leffers, Marlene Mayfield, Jane Meyer, and Jeanie Neal. Undergraduate student research assistants were Madeline Kasper, Mackenzie Kasper, Alicia Lopez Brown, and Christina Powell. State child care administrators Michelle Thomas, Melanie Brizzi, and Nicole Norvell have provided essential financial and professional support. Most of all, the research team is thankful for the enthusiastic participation and assistance of many young children, parents, teachers, caregivers, directors, family child care home providers, and QRIS training coaches and administrators from Indiana Association for the Education of Young Children and Child Care Resource and Referral agencies.

Funding

The research reported in this paper was funded by the Office of Early Childhood and Out of School Learning, Indiana Family and Social Services Administration, Indianapolis, Indiana, USA. The contents of this article are solely the responsibility of the authors and do not represent the official views of the funding agency. This publication of this report does not in any way constitute an endorsement of the report’s findings, interpretations, or recommendations by the Office of Early Childhood and Out of School Learning, the Family and Social Services Administration, or the State of Indiana.

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Author notes

  1. Zachary S. Gold

    Present address: Department of Human Development, State University of New York At Oswego, Mahar Hall, Room 413, 7060 State Route 104, Oswego, NY, 13126, USA

  2. Aura A. Mishra

    Present address: Carolina Population Center, University of North Carolina-Chapel Hill, 123 W Franklin St #3105H, Chapel Hill, NC, 27516, USA

  3. Sara F. Lane

    Present address: Program Engagement Specialist, The Child Care Resource Network, Lafayette, IN, 47901, USA

Authors and Affiliations

  1. Human Development and Family Studies, Purdue University, Fowler Memorial House, 1200 W. State St, West Lafayette, IN, 47907, USA

    James Elicker, Zachary S. Gold, Aura A. Mishra & Sara F. Lane

Authors
  1. James Elicker
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  2. Zachary S. Gold
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  3. Aura A. Mishra
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  4. Sara F. Lane
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Correspondence to James Elicker.

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Conflict of interest

The authors declare that they have no conflict of interests.

Data availability

De-identified raw data and data codes may be obtained by contacting the lead author, James Elicker, Professor Emeritus, Human Development & Family Studies, Fowler Memorial House, 1200 W. State St., West Lafayette, IN, USA 47907, elickerj@purdue.edu. (765)491–8141.

Ethical approval

This research project has obtained and maintained approval from the Purdue University Institutional Review Board (IRB) for Research on Human Subjects. (Approved Protocol # 1302013276.) The Purdue IRB conforms to the ethical principles of the American Psychological Association (APA) and state and federal governments.

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Elicker, J., Gold, Z.S., Mishra, A.A. et al. Toddlers’ Developmental Trajectories as a Function of QRIS Rated Child Care Quality. Child Youth Care Forum 51, 633–660 (2022). https://doi.org/10.1007/s10566-021-09643-z

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