A Snapshot of Quality in Minnesota's Child Care Centers, Briefing Paper

This briefing paper informs policymakers about the level of quality observed in child care centers in Minnesota, the characteristics of programs that provide higher quality care, and the resources needed by child care centers to improve quality. Nationally recognized observational tools were used (i.e., the Early Childhood Environment Rating Scale-Revised and the Arnett Caregiver Interaction Scale) to document activities and interactions and to track quality benchmarks in 100 randomly selected classrooms serving children (aged 3-5 years) in Minnesota child care centers. Data indicate that overall quality in classrooms is above minimal, but does not meet the requirements for good quality. Interactions and Program Structure were areas of strength in classrooms. Scores on Space and Furnishings and Language-Reasoning were approaching good quality. Activities and Personal Care Routines were problematic. Child care centers are calling for basic financial supports, education and training opportunities, and connections with others in the early childhood field to improve the quality of their programs. The steps that could be taken to improve child care quality in Minnesota are suggested for centers serving preschool-aged children, families and communities, and policymakers and funders.