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<p>Drawing on observational data from 81 toddler care classrooms in central China, this study employed the CLASS-Toddler to systematically evaluate the process quality of infant and toddler care services, with a particular focus on how teacher characteristics influence interaction quality. The identified profiles showed significant differences across emotional support, behavior guidance, and engaged support for learning. While emotional support scores were generally high, notable weaknesses remained in behavioral and instructional domains. Logistic regression analysis revealed that teachers with a background in early childhood education demonstrated stronger performance in language modeling and behavior guidance, significantly increasing the likelihood of being classified in the high-quality group. Moreover, teachers in publicly funded institutions exhibited higher interaction quality, underscoring the positive impact of institutional support and resource investment on caregiving quality. These findings offer systematic evidence on the current state of process quality in China’s toddler care services.</p>

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Process Quality Profiles in Chinese Childcare Classrooms: Evidence From the Hunan Province

  • 期刊论文

  • 发表日期：

    2026年8月4日

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  • Xi Yang,
  • Luyue Zhou

摘要

Drawing on observational data from 81 toddler care classrooms in central China, this study employed the CLASS-Toddler to systematically evaluate the process quality of infant and toddler care services, with a particular focus on how teacher characteristics influence interaction quality. The identified profiles showed significant differences across emotional support, behavior guidance, and engaged support for learning. While emotional support scores were generally high, notable weaknesses remained in behavioral and instructional domains. Logistic regression analysis revealed that teachers with a background in early childhood education demonstrated stronger performance in language modeling and behavior guidance, significantly increasing the likelihood of being classified in the high-quality group. Moreover, teachers in publicly funded institutions exhibited higher interaction quality, underscoring the positive impact of institutional support and resource investment on caregiving quality. These findings offer systematic evidence on the current state of process quality in China’s toddler care services.