This volume extends the knowledge base supporting research-informed child care for infants and toddlers, while simultaneously highlighting areas of study ripe for future research. The authors demonstrate from a systems perspective, that the experiences and outcomes of very young children in child care are influenced by characteristics of and interactions between the children, adults, and settings. Varying methodological approaches as well as the utilization of newer data collection instruments inform the field’s understanding of current practices and procedures while offering guidance for future programming and policy. In turn, the chapters highlight a plethora of open questions and a need for a new generation of research to support the field of infant/toddler care. Future challenges are evident in the recognition of the inadequate nature of our current measures of child outcomes and classroom processes, the field’s unmet promise to incorporate interdisciplinary perspectives, and the need for newer methodological designs that blend the strengths of quantitative and qualitative approaches.
These issues are important given the growing demand for infant/toddler care and the increasing recognition of the unique role of this age period in serving as the foundation for all later development. This book was originally published as a special issue of Early Education and Development.
Introduction to the Special Issue on Group Care for Infants, Toddlers, and Twos Deborah J. Norris and Diane M. Horm
1. Measuring the Multifaceted Nature of Infant and Toddler Care Quality Peter L. Mangione, Kerry Kriener-Althen, and Jennifer Marcella
2. A Mixed Methods Investigation of Maternal Perspectives on Transition Experiences in Early Care and Education Rebecca Anne Swartz, Katherine Elizabeth Speirs, Amy Johnson Encinger, and Nancy L. McElwain
3. Experiences of Parents and Professionals in Well-Established Continuity of Care Infant Toddler Programs Mary Benson McMullen, Na Ra Yun, Alina Mihai, and Hyojin Kim
4. Continuity of Care, Caregiver–Child Interactions, and Toddler Social Competence and Problem Behaviors Karen Ruprecht, James Elicker, and Ji Young Choi
5. The Four Roles of a Master Toddler Teacher Jill Uhlenberg
6. Teacher–Child Interactions in Early Head Start Classrooms: Associations With Teacher Characteristics Sherri Castle, Amy C. Williamson, Emisha Young, Jessica Stubblefield, Deborah Laurin, and Nicole Pearce
7. Attachment Predicts College Students’ Knowledge, Attitudes, and Skills for Working With Infants, Toddlers, and Families Claire D. Vallotton, Julia Torquati, Jean Ispa, Rachel Chazan-Cohen, Jennifer Henk, Maria Fusaro, Carla A. Peterson, Lori A. Roggman, Ann M. Stacks, Gina Cook, and Holly Brophy-Herb