Four Dimensions of Quality
By Amanda Deason
Alabama Child Care Consortium
6/20/2000

Defining quality child care can be a complex undertaking. Child development experts define quality, in part, using features such as group size, adult-child ratios and caregiver training and education. These features, which are concrete and measurable, are called structural features of quality. Using these structural features as required parts of a definition of 'quality child care' excludes some types of child care arrangements and many caregivers because they lack education, training and resources.

No definition of quality child care should systematically exclude a group of caregivers as long as they are providing warm, responsive care to children. A different set of features, which reflects a child's experiences in child care and includes interactions with caregivers, classroom activities and continuity of care, are called dynamic features of quality. These features are more difficult to define and measure.

In order to define quality in a nonexclusionary way, while still staying in agreement with the consensus that has been reached through research and by child development experts, members of the Alabama Child Care Consortium coordinating center and the Alabama Child Care Management Agencies have delineated four features essential to a definition of quality child care (See graphic at bottom of this page). This is not in any way to deny the importance of structural features, but is instead to acknowledge that quality care comes in many different forms. The most important elements of care have to do with what each child being cared for experiences that enhances their natural growth and development.

The Quality of Child Care, shown in the diamond, is made up of four dimensions:

1. Good Health and Safety Practices are the foundation of the other features of quality. Caregivers must not only be aware of health and safety issues but also practice them correctly and consistently (e.g. hand washing), staying informed of changes in regulations, standards, and best practices.
2. Learning and Language Activities that are frequent, developmentally appropriate and individualized for each child, does not mean that children should be pushed to memorize numbers, letters, colors, or sit at desks doing worksheets. Children learn and are stimulated by talking to them in ways they can understand, pointing out and describing things in their environment, allowing and encouraging them to safely explore, touch, smell, look, listen, and discuss what goes on around them. Reading to children and storytelling are excellent ways to help develop language skills.
3. Adult-Child Interactions should be frequent, warm and responsive. This means that interactions between infants, toddlers, preschoolers and the adults caring for them need to be frequent, positive, and respectful rather than harsh, punitive or belittling. Caregivers should interact with each child according to the child's individual personality, taking as a given that the child is well intentioned and deserving of respect.
4. Respectful, ongoing, Caregiver-Family Relationships that are supportive and informative are a necessary element of quality. This requires that caregivers and parents see each other as partners and allies in supporting the growth and development of the child and are respectful of the unique role that each plays.

Careful study of children in programs and homes that provide these four dimensions of "quality care" show that these children thrive at all levels - physically, socially, emotionally, and intellectually. The National Academy of Early Childhood Programs defines a high quality program as one that meets the needs of and promotes the physical, social, emotional and cognitive development of the children and adults - parents, staff, and administrators - who are involved in the program. Both this definition and the four quality dimensions described above are inclusive of all caregivers and caregiving situations in which children are being well cared for. Grandparents, aunts, uncles, small and large family child care homes, church-based programs and large child care centers can all provide safe, stimulating, developmentally enhancing experiences for young children.