Quality of Infant Caregiving Study Explores Influences on Teacher鈥揑nfant Interactions
BATON ROUGE 鈥� A new study from the 海角社区 Early Childhood Education Institute (ECEI),
accepted for publication in , offers practical insight into the daily realities of infant classrooms and what
supports teachers need to provide high-quality care. The article, 鈥淨uality of Infant
Caregiving, Early Childhood Teachers鈥� Relational Perceptions, and Infant Classroom
Characteristics,鈥� examines how teacher beliefs, relational perceptions, and classroom
conditions relate to teachers鈥� interactions with infants.
The research team observed 35 infant classrooms across Mississippi and Louisiana, representing 62 infant teachers. While emotional characteristics such as relational anxiety or avoidance did not show a consistent relationship with interaction quality, the study identified meaningful associations between teachers鈥� beliefs about infant care, the number of adults in the room, and the social dynamics within the classroom.
鈥淓very day, infant teachers balance emotional sensitivity, caregiving routines, and the needs of a constantly changing classroom,鈥� said Cynthia F. DiCarlo, Executive Director of ECEI. 鈥淭his study reminds us that high-quality care comes from supporting the whole teacher鈥攕trengthening their beliefs about infant learning, giving them the right environments to work in, and helping them reflect on the relationships they build with our youngest children.鈥�
Practical Implications for Programs
The study outlines several steps early childhood leaders can take to strengthen caregiving quality in infant classrooms:
鈥� Emphasize training grounded in infant development. Teachers鈥� beliefs about appropriate infant care were linked to observed quality,
underscoring the importance of ongoing professional learning.
&苍产蝉辫;鈥� Be intentional with staffing patterns. In classrooms with multiple adults, side conversations sometimes pulled attention
away from infants. Clear expectations about adult roles can help maintain a positive
relational climate.
&苍产蝉辫;鈥� Consider group composition鈥攏ot just ratios. Interaction quality tended to dip when very few infants were present, suggesting
benefits to small but socially engaging peer groups.
&苍产蝉辫;鈥� Incorporate reflective supervision. Teachers benefit from structured opportunities to think about their emotional experiences
and deepen their relational practice.
&苍产蝉辫;鈥� Provide coaching or observation-based feedback. Evidence supports pairing training with coaching to strengthen responsive caregiving
skills.
Together, these strategies offer programs practical, attainable ways to enhance the day-to-day experiences of infants and the teachers who care for them.
To learn more about the Early Childhood Education Institute and its research, visit lsu.edu/ecei
About the Early Childhood Education Institute
The Early Childhood Education Institute (ECEI) at 海角社区 is an umbrella organization that promotes research and disseminates recommended practices in early childhood care and education. ECEI focuses on the earliest years, filling a unique niche by targeting birth through age three. The institute develops expert care practitioners, engages in applied research, and advocates for high-quality early childhood programming across Louisiana. Visit the Early Childhood Education Institute at lsu.edu/ecei
About CHSE
The College of Human Sciences & Education (CHSE) is a nationally accredited division of 海角社区. The college is comprised of the School of Education, the School of Kinesiology, the School of Leadership & Human Resource Development, the School of Library & Information Science, the School of Social Work, and the University Laboratory School. These combined schools offer 8 undergraduate degree programs, 18 graduate programs, and 7 online graduate degree and/or certificate programs, enrolling more than 1,900 undergraduate and 1,120 graduate students. CHSE is committed to excellence in teaching, research, and service, and to improving quality of life across the lifespan. Visit the College of Human Sciences & Education at
Contact
Kylie Cogburn
Program Coordinator - Early Childhood Education Institute
kcogburn@lsu.edu