英文【世界银行】指导说明：儿童保育机构质量的基本要素（英）2025

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GUIDANCENOTE:

EssentialElementsofQualityinChildcareSettings

Thisnoteprovidesguidanceonhowtoensurethequalityofchildcaredeliveredindifferentsettings—includingdaycares,

nurseries,home-basedchildcare,creches,andpreschools.Itoutlinesthebasicelementsofqualityneededacrossall

programs,focusingonkeyprinciplesthatcanbeflexiblyimplementedindifferentcontextsandwithvaryingresourcelevels(asopposedtorestrictivestandards,whichmaynotbefeasibleinallcontexts).Thefollowingquestionsareaddressed:

(i)whydoeschildcarequalitymatter?(ii)whatarethemostessentialaspectsofqualityinchildcaresettingstoensurethat

childrenareinsafeandstimulatingenvironments?(iii)Whatshouldyoulookforwhenvisitingachildcaresetting?(iv)whataretheessentialsystemelementsneededtoensureandimprovequality?and(iv)whatshouldbeprioritizedintheshorttermto

improvequality?ThisnoteisintendedtoguideWorldBankandUNICEFteams,governmentsandotherkeystakeholders.

Keymessages

psychologicalharmandpromotesholisticchilddevelopment.

•Qualitychildcareisessentialtoensureasafeenvironmentforchildrenthatprotectsthemfromphysicaland

•Thequalityofservices—andperceptionofquality—willimpactuptakeandfamilies’choicetousechildcare.

acrossdifferentcontexts,includinglow-resourcesettings.

•Qualitychildcarecanbeachievedthroughfocusingonafewkeyprinciples,whichcanbeflexiblyimplemented

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investinginthechildcareworkforceshouldbeatoppriority,includingintraining,supervisionandensuringdecent

•Theskillsandcapacityofthepractitionerarekeyfactorsinensuringquality.Atbothsettingandsystemlevel,

renumerationandconditionsofemployment.1

processes,regularmonitoringandeffectiveuseofdata.

•Arobustqualityassurancesystemshouldincludefeasiblequalitystandards,clearandmanageableregistration

oQualityassurancesystemsshouldhelpbringprovidersintothesystemandencourageandsupportqualityimprovements.

term,countriesshouldprioritizeinvestmentsthatensurechildrenareinsafeandstimulatingenvironmentsthat

•Buildingaqualitychildcaresystemtakestimeandsustainedinvestments:whileworkingtowardsthis,intheshort-

meettheirbasicneeds.

Box1.Keyelementsofqualitychildcareneededinallsettings(andcanbeflexiblyimplemented)include:

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oChildrenarecaredforbyatrainedpractitionerwhocankeepchildrensafe,respondtotheirneeds,andprovideculturally-relevantandage-appropriateexperiencestosupporttheirdevelopment.

oCaringandresponsiveinteractionsbetweenchildcarepractitionersandchildren.

oSafeandstimulatingphysicalenvironmentswithenoughspacetomovearound,adequateventilation,light,accessibleexitsandappropriatetoiletsandhandwashingfacilities.

oManageableadulttochildratio(withmoreadultcaregiversforyoungerchildren).

oSimpledailyroutinesthatareregularlyreviewedwithchildrenandparentsandrespondtochildren’sneedsbyincludingtimeforarangeofactivities,nutritiousfood,andnaps(foryoungerchildren).

oAge-appropriateplay-basedactivities/curriculathatsupportcognitive,socio-emotionalandmotordevelopmentthroughamixofstructuredactivities,freeplay,andlimitedornoscreentime.

oVarietyofageandculturallyappropriateplaymaterialstosupportdevelopmentandlearning.

oPracticesthatpromotechildren’shealth,hygiene,nutrition,protection,andwell-being.

oRegular,engagedinteractionsbetweenparentsandchildcarepractitionerstosupportchildren’sdevelopment.

1Includingalivingwage,adequateworkingconditionsandsocialprotections.ThisalignswithILO’s5RsFrameworkforDecentCarework,specifically“Reward”and“Represent.”SeeBox5ontheworkforceandSection4onsystemsqualityforfurtherdetails.

Box2.Whatdowemeanbychildcare?

Childcarereferstoaservicewiththeprimaryobjectiveofcaringforchildrenwhileparentsandotherguardiansare

working,studyingorotherwiseunavailable.Childcareisacorecomponentwithinthebroadercaresystemandakey

interventiontopromoteearlychildhooddevelopment.ItisrecognizedbytheConventionontheRightsoftheChildas

arightofeverychildandfamily.Qualitychildcareshouldensurechildrenaresafeandhaveopportunitiestolearnand

developpositiverelationshipswithcaregiversandpeers.Childcareprovisionmostlycaterstochildrenfrombirthupto

primary-school-entryage(typicallyuptoage5–6)butcanincludeafter-schoolcare.Childcarecanbeprovidedindifferentsettingsandfinancedthroughvariousmodalities.Itmaybecalledvariousnamesindifferentcontexts,buttendstofall

intothreecategories:(i)center-basedcare(e.g.,daycares,nurseries,crèches,etc.);(ii)home-basedcare(eithercarebyapractitionerinthechild’sownhomeorcareprovidedforagroupofchildreninapractitioner’shome);and(iii)familyandotherinformalarrangements(whichmayormaynotberemunerated).Althoughtheprimaryobjectiveofpreschoolistopreparechildrenforprimaryschool,itcanalsoserveachildcarefunctionifdesignedwithconsiderationfortheneedsofworkingparents(e.g.,byofferingfullday,asopposedtohalf-dayservices).2

I.Introduction:Whydoesqualitychildcarematter?

Qualitychildcareisessentialtokeepchildrensafe,promotechilddevelopment,andencourageuptakebyparents.

•Keepingchildrensafeisofparamountimportance.Childrenneedtobeprotectedfromphysicalandpsychologicalharm(includingneglectandemotionalabuse).3Thereareincreasedrisksforyoungerchildren(especiallybeforetheycantalk)giventheirvulnerabilityanddifficultiesincommunicating.

•Qualitychildcareislinkedwitharangeofpositivechilddevelopmentoutcomesthathavelong-term

implicationsforcognitiveandsocio-emotionaldevelopment,educationalattainment,andproductivity.4Incontrast,low-qualitysettingscanleadtonobenefitsorhavedetrimentaleffectsonchildren’sdevelopment.5Box3explainswhytheearlyyearsaresuchacriticalperiodandwhatinputschildrenneed.

•Parentsaremorelikelytousechildcareservicesthataretrustedandperceivedtoprovidequalitycare.6When

parentsknowtheirchildrenarebeingproperlycaredfor,theycantakeupeconomicactivitiesandfocusmoreontheirwork,increasinghours,productivity,formalization,andincome.Childcareservicesmaynothavethedesiredimpactoneconomicactivityifthequalityislowandparentsdonotfeelcomfortableleavingchildrenforlongerperiodsoftime.

Nurturingcarecomponents(WHO2018)

Box3.Whatdochildrenneedintheearlyyears?

Achild’searliestyearsareacriticaltimetobuildfoundationalskillsas

children’sbrainsdevelopfasterandaremoremalleableduringtheirfirstfiveyears(andparticularlythefirst1,000days)thanatanyothertimeinlife.Childrenneedarangeofinputsduringthiscriticalperiod,whichhavebeenarticulatedthroughtheNurturingCareFrameworkandinclude

fiveinter-relatedcomponents:goodhealth,adequatenutrition,safetyandsecurity,responsivecaregiving(understandingandrespondingtochildren’sneeds),andopportunitiestoplayandlearn.Childrenleftin

unsafeorunstimulatingenvironmentswithoutappropriateadultcareareatriskofdevelopingdeficitsthatpersistthroughoutlife.

2Formoreinformationontherationaleforinvestinginquality,affordablechildcare,pleaseseetheBetterJobsandBrighterFutures:InvestinginChildcaretoBuildHumanCapitalReport.

3Duringthiscriticaltimeofdevelopment,theabsenceofaresponsiveprimarycaregiverwhocanprotectyoungchildrenfromphysicaloremotionalabuse,chronicneglect,caregiversubstanceabuseormentalillness,exposuretoviolence,and/oraccumulatedadversechildexperiences,canresultintoxicstress.Thiscanhavelifelongconsequencesforlearning,physicalandmentalhealth(ShonkoffandGarner2012).

4Globalresearchindicatesthatchildrenwhohavebeenexposedtostimulatingenvironmentsthatfocusoncognitiveandsocio-emotionaldevelopmentpriorto

enrollinginschoolarelikelytohaveimprovedschoolreadiness,reducedrepetitionanddrop-outrates,andhighereducationalachievements.MoreevidencecanbefoundinBlacketal.2017;Gertleretal.2014;Engleetal.2011;andHeckmanandMasterov2007.

5BrittoandBoller2011;Howesetal.2008

6InNicaragua,researchersfoundthatthequalityofchildcaredetermineduptakeinasignificantway(HojmanandLópezBoo2022).InBangladesh,parentscited

concernsaroundsafetyastheprimarydeterrenttoenrollingtheirchildrenincenter-basedcare(Elseyetal.2020).Amulti-countrystudycoveringSouthAfrica,

Ghana,Brazil,India,andThailandalsocitedqualityasthemostsignificantconcernamongparents,withissuesaroundchildrenbeingneglectedduetoaninsufficientnumberofcaregiversandalackofworkforcequality(Alfers2016).However,insomecases,theremaybeamismatchofparentalperceptionsofqualitychildcare

services,includingrotememorization,writingatayoungage,orusingthenationallanguageinsteadofthelanguagethatchildrenspeakathome.

2TheWorldBank

II.Whatarethemostessentialelementsofqualityinchildcaresettings?

Whiletherecanbeconsiderablevariationinchildcaresettingsandthelevelofresourcesavailable,qualitychildcarecan

beachievedthroughfocusingonafewcriticalelements,whichcanbeflexiblyimplementedacrosshigh-andlow-resourcesettings.Thissectionoutlinesthebasicelementsofqualitythatareneededacrossallprograms,focusingonkeyprinciplesthatcanbeflexiblyimplementedacrossdiversetypesofprovision(includingcenter-basedandhome-basedprovision),ratherthanrestrictivestandards,whichmaynotbefeasibleinlowerresourcesettingsorsomelocalcontexts.Section3buildson

thisbyillustratinghowsomeoftheseelementsareimplementedindifferentwaysacrosslow-resourcesettings.

Themainaspectsofqualityaregenerallyconceptualizedaseitherstructuralorprocess.Structuralqualityfocuses

onthephysicalenvironmentandbasiccharacteristicsofchildcareservices,whereasprocessqualityisaboutthe

experiencesthatchildrenhavewithintheseenvironmentsandreliesheavilyontheirinteractionswith,andthe

capabilitiesof,childcarepractitioners.Thesestructuralandprocessqualityelementssupportchildcaresettingsto

providethecriticalcomponentsofinclusive,nurturingcare.7Inmanysystems,thereisafocusonelementsofstructuralquality,whichareeasiertodefineandmonitorthanprocessquality.Whilestructuralqualityelementsarenecessaryandlaystrongfoundationsforprocessquality,theyareinsufficientforensuringpositivechildoutcomesandsoajointfocusonelementsofprocessqualityisessential.

Thekeyvariablesforstructuralqualityincludeensuring(i)thephysicalenvironmentissafeandsecurewithenough

spacetomovearound,freefromhazards,adequateventilation,light,accessibleexitsandappropriatetoiletsand

handwashingfacilities,(ii)thecoreprogramcharacteristicsmeetbasicneeds,suchasamanageableadulttochildratio(withhigherratiosforyoungerchildren)andprovisionofcleandrinkingwaterandage-appropriatenutritiousfood,8(iii)thatthereareavarietyofage-appropriateplayandlearningmaterialstosupportdevelopmentandlearning,and(iv)that

childrenarecaredforbyaworkforcewhichistrainedtokeepchildrensafe,noticeandrespondtotheirsignalsand

individualneedsandsupporttheirdevelopment,andisprovidedalivingwageandadequateworkingconditions.Formoreinformationontheworkforce,pleaseseeBox5.

Table1.SummaryofStructuralandProcessQuality

Variables

Elements

STRUCTURALQUALITY

(i)Physical

environment

Safeandcleanenvironment(freeofhazards,securedpremises,andwithventilation,

light,andaccessibleexits),adequatespacewithdecorations,age-appropriatetoiletandhandwashingfacilities,age-appropriatefurniture

(ii)Program

characteristics

Meetbasicneedsthroughprovisionofdrinkingwaterandage-appropriatenutritiousfoodandamanageableratioofadultstochildrenwithhigherratiosforyoungerchildren)

(iii)Materials

Varietyofage-andculturallyappropriate,playandlearningmaterials

(iv)Workforce

Trainedtokeepchildrensafe,respondtotheirneedsandsupporttheirdevelopment;

providedalivingwage,adequateworkingconditions,supervision,andopportunitiesforprofessionaldevelopment;leadpersonwithoverallresponsibilityandsuitablepeopleindirectcontactwithchildren

↓Structuralqualitylaysfoundationstoenablethetargetprogramcharacteristicsandqualityinteractions

PROCESS

QUALITY

(i)Activities&

pedagogy

Age-appropriateplay-basedactivitiesandpedagogythatsupportcognitive,socio-

emotionalandmotordevelopmentthroughamixofstructuredactivities/curriculaandsignificanttimeforfreeplayincludingtimeforfoodandnaps(foryoungerchildren)

(ii)Health,hygiene,nutrition,

protection&well-being

Attentiontochildren’health,hygiene,nutrition,protection,andwell-being,includinghavingclear,inclusiveprotocolsandpracticesinplace

(iii)Interactions

Warmandresponsivecaregiver-childinteractionsandage-appropriatecommunication,opportunitiesforchild-to-childinteractions,regularengagementwithparents

7Thefivecomponentsofnurturingcareare:goodhealth,adequatenutrition,safetyandsecurity,responsivecaregivingandopportunitiestoplayandlearn(seeBox3).Formoreinformation,pleaseseetheNurturingCareFramework.

8Thiscouldbeprovidedbyparentsororganized/providedthroughthesetting.

GuidanceNote:EssentialElementsofQualityinChildcareSettings3

4TheWorldBank

Thekeyvariablesforprocessqualityincludeaspectsofprogramdeliverysuchas:a(i)age-appropriateplay-based

activitiesandpedagogythatsupportcognitive,socio-emotionalandmotordevelopmentthroughamixofstructuredactivities/curriculaandsignificanttimeforfreeplayincludingtimeforfoodandnaps(foryoungerchildren)(seeBox4formoredetails);thepromotionofchildren’s(ii)health,hygiene,nutrition,protectionandwell-being;and(iii)caringandresponsiveinteractions.Thisincludeswarmandresponsiveinteractionsbetweencarers/educatorsandchildrentofosterstrongbonds,protectchildrenfrompsychologicalharmandsupporttheirdevelopment,opportunitiesforchildrentointeractandlearnfromeachother,andongoingtwo-wayinteractionswithparents.Giventheseelementsrelyon

childcarepractitioners’capabilities,ensuringpractitionersarewell-trained,supported,andmotivated(throughelementsindicatedunderstructuralquality)isessentialforimprovingprocessquality.SeeBox5formoredetailsontheworkforce.AsummaryofstructuralandprocessqualityvariablesandelementsisprovidedinTable1.

Allchildcareprovisionshouldadheretoasetofqualitystandards.Intheimmediateshortterm,thesecouldbe

developedforindividualprogramsifstandardsdonotexistatthecountrylevel.Countriesshouldworktowardsdevelopingcomprehensiveandcoherentqualitystandardsbasedontheseelements,withsufficientflexibilityandadjustmentsto

ensuretheycanbefeasibletoapplyindifferentsettings(includingdifferenttypesofprovisionandagesofchildren)and

accountforlocalcontextandthelevelofresources.Forsomecountries(especiallywithoutexistingstandardsand/ora

highernumberofexistingprovidersthatareunregistered),aprogressivesystem,withthebasicessentialstandardsclearlyidentifiedandthenasetofmoreadvancedstandardstofurtherimprovequality,maybeapracticalwaytointroduce

standardsand/orbringprovidersintothesystem.MoreinformationonqualityassurancesystemsisinSection4and

examplesofstandardsfromsixcountriescanbefoundinAnnex1.Table2belowprovidesasetofbasicstandards.Wherespecificrequirementsmaybehelpful,asuggestedminimumlevelhasbeenprovided.

Box4.Whatwemeanbylearningthroughplay

Playisoneofthemostimportantwaysinwhichyoungchildrenexploretheworldaroundthemandgainessentialknowledgeandskills.

•Thisincludesphysicalplay(dancing,outdoorplay),playwithobjects(suchasblocks,cars,seeds,leaves,musical

instruments),symbolicplay(songs,rhymes,drawing),pretendplay,andgameswithrules(suchasphysicalgamesliketagorpuzzles/boardgames).

•Playcanbuildonexisting,indigenous/nativefolktales,mother-tonguebasedculturalresources,storytelling,andsongs.

Opportunities,materialsforplay,andinteractionsshouldbeinclusiveandaccessibleforchildrenwithdisabilities.

•Learningthroughplayrequiresbothappropriatematerialsforchildrentoengagewithaswellasplayfacilitation,orthepracticeofengagingchildreninplay-basedlearning.Materialsdonothavetobestoreboughtorexpensive;low-cost

andnocostmaterialsincludingcommonhouseholditemslikecardboardboxes,newspaperandmagazines,bottletops,plates,cups,andnaturalmaterialslikeshellsandseeds,clothes/fabricscanallbeusedforplay.

•Playfacilitationrequireschildcarepractitionerstomake

deliberatechoicesastotheirroleineachactivity.This

rangesfromfreeplay,wherechildrendirecttheplayand

practitionersobserveandaskquestionstoextendchildren’slearning;toguidedplay,wherechildrenchooseactivities

andpractitionerssetlearninggoals;togameswithrules;

andfinally,instruction,orpractitioner-directedactivitiesthatactivelyengagechildren(seevisual).

•Childrenhavedifferentlearninginterestsandneeds,

combiningplay-basedpracticeshelpsthemlearnmoredeeply.

•Trainingforpractitionersmustincludecontentonwhyandhowtopracticeplayfacilitationinthedailyroutine.

Source:Jensenetal.(2019);WorldBank(2024)

GuidanceNote:EssentialElementsofQualityinChildcareSettings5

Table2.Basicstandardsofqualityforchildcaresettingsforallchildren

STRUCTURALQUALITY

PHYSICALENVIRONMENT:Shouldbesafe,stimulatingandstructurallyconducivetochildren’sdevelopment

Safeconstructionandenvironments,e.g.,securepremises,physicallyaccessibleexits,sufficientlight,adequateairflow,protectionsfromdisease(e.g.,mosquitoes)andfromweather(heat/rain/cold/wind/),freefromlitter,smoke,sharp,rustyorbrokenmaterials/equipment.

Appropriateandaccessibletoiletandhandwashingfacilities(anddiaperchangeareas)foryoungchildren.Note:child-sizedtoiletsoradaptations/supports(e.g.,steps),availabilityofpottiesandchangingareaforyoungerchildren.

Age-appropriatefurniture:matsandsafesleepingspacesatminimum.Note:smalltablesandchairsforchildrentorotatethroughactivitieshighlydesirablebutnotneededforeverychild.

Adequateindoorspaceofatleast1sq.meterperchildatminimum.Note:outdoorspaceoroutdoorplayopportunitieshighlydesirable.9

Bright,culturallyappropriatedecorations(ideallywithchildren’sartworkdisplayedateyelevel).

PROGRAMCHARACTERISTICS:Meetbasicneedsthroughprovisionofwaterandfood,manageableadulttochildratiostoensureindividualizedcareandattention,andadurationthatmeetsfamilyneeds.

Availabilityofcleandrinkingwateranddiversefood(includingage-appropriatefoodforchildrenages6months+

dependingonprogramduration).Note:thiscouldbeprovidedbyparentsororganized/providedthroughthesetting.

Age-appropriateadult-to-childratios.Higherratiosforyoungerchildren:recommendedratiosof1:3–1:9forchildrenunder3yearsold;1:10–1:15forchildrenover3years.Note:ratioincludesassistants.

Durationthatreflectstheneedsofworkingparents(e.g.,halfdaydurationmayprovideapartialservice,butfulldaymaybeneededtofulfillachildcarefunctionforworkingparents).

MATERIALS:Varietyofage-appropriatebooks,play,andlearningmaterialstoexploreandbuildskills.

Varietyofage-appropriateculturallyappropriateplayandlearningmaterials,includingformark-making/writing,art,imaginaryplay,multisensoryplay,music,construction,educative/earlymathsplaymaterials,andstorybooks.Note:materialscanbelow-cost,fromnature,andlocallymade.

Forchildrenunder3years,ensureobjectsarenotchokinghazards.

WORKFORCE:Practitionersareappropriatelytrainedandsupportedtomeetchildren’sneedsandarefairlycompensated.

Specializedtraininginchilddevelopmentthroughplay-basedactivities,health,hygiene,nutrition,andprotection.

Theminimumleveloftrainingshouldbe2–8weeksplusfollowupsupportthroughvisitsandfeedbackfromcoaches/supervisors.SeeBox5fordetails.

Regularopportunitiestoupdateskillsandqualifications,includingthroughinservicetrainingandsupervisionsupport.

Leadpersonidentifiedwithoverallresponsibilityforthechildrenandthesetting.

Suitabilityofpeopleinregulardirectcontactwiththechildren(e.g.,ensureassistantsappropriatecharacteristics,

experience/training,notundertheinfluenceofalcoholorothersubstances,recordchecksincountrieswithsuchsystems).Note:forhome-basedprovision,thisshouldapplyalsotohouseholdmembersincontactwithchildren.

Faircompensationandadequateworkingconditions.Atthesettingslevel,thisincludesprovidingalivingwageandbenefits(andaligningwithpolicieswheretheyexist).10

9Outdoorspaceof3sq.meterperchildishighlydesirablebutitisnotalwayspossibletosecureasafeoutdoorspaceforplayinurbanenvironments.

10Atthesystemslevel,thisincludespoliciestoincludethefull-timeandpart-timeworkforceunderalivingwageandaffordthemsocialprotections.

6TheWorldBank

PROCESSQUALITY

PROGRAMDELIVERY:Shouldcoveralldomainsofchilddevelopment,employplay-basedandage-appropriateactivitiesinlanguagesthatchildrenspeakathome,andapplygoodpracticesaroundchildren’shealth,hygiene,nutritionandprotection.

Activities&

pedagogy

Dailyscheduleregularlyreviewedwithchildrenandparents.Includestimeforactivities,nutritiousfoodandnaps.11

Mixofstructuredactivitieswithlearningobjectives,unstructured/freeplaytime,andlimitedtonoscreentime.

Facilitationofactivitiesandinteractionswithchildrenareinthelanguagethatchildrenspeakathome.

Age-appropriate,play-basedactivities/curriculathatcoverscoredevelopmentdomains(cognitive,socio-emotional,language,andmotor).Note:strategiestoobserveandrecordindividualchildren’sprogressandunderstandtheirabilitiestoensureresponsiveprovision;thisshouldnotbeunderstoodasassessment.

Playandlearningmaterialsarewithinreachofchildrenandorganized(e.g.,byactivitycorners).

Childcaresettinglayoutfostersdevelopmentwithspaceforchildrentomoveandinteractandincludeactivitycorners,mat(s)forsmallandlargegroupactivitiesandwriting/drawingsurfaces.

Health,

hygiene,

protection,

&well-beingpractices

Correcthandlingofbabies.Note:e.g.,supportinghead,noshaking,protectfontanel.

Allchildrenaresupervisedbyaresponsibleadultatalltimes.

Childrenaretaughthowtowashhandsandtousetoiletfacilitiessafely;safewastemanagement.

Highlydesirable:linkageswithnutritionandhealthprofessionalsforgrowthmonitoring,healthchecks,immunization,disabilityassessmentandreferralwhenneeded.

Simpleprocessesforattendingtoill/injuredchildren,includingafirstaidkitavailable(andsomeonetrainedtouseit)andwhattodowhenchildrenneedurgentmedicalattention.

Simpleprocessesfornotingandrespondingtochildprotectionconcerns.

Emergencysystemsinplace(e.g.,fire/disasters)includingforcontactingparentsandemergency/communityservices.

Arrangementsinplacetosupportchildrenwithdisabilities.

INTERACTIONSwithchildren:Thesocial,emotional,andphysicalinteractionsbetweenchildrenandchildcarepractitionersshouldfosterclosebondsandallowthemtoexpressthemselvesandexplore.

Warmth,encouragement,andresponsivenessshowntoeachbabyandeachchild’sverbalandnon-verbalcues.

Positivedisciplinestrategiesusedtopromotepositivebehaviors—doesnotuse(orthreaten)corporalpunishment,verbalabuseorhumiliation.

Babiesandchildrenengagedinage-appropriatecommunication.Note:forbabies,interactandexposethemtolanguagebynarratingwhatishappening,repeating,orrespondingtotheirsounds/movements.Foryoungchildren,askquestionsindividually,useopenendedquestionsandengageinback-and-forthdialogue(notrotelearning).

Interactionsencouragedbetweenallchildrentodevelopculturallyappropriatesocio-emotionalskills.

INTERACTIONSwithparents:Regularandengagedcommunicationtosupportchildren’sneedsanddevelopment

Parentsengagedinregularcommunicationonchildren’sneeds,whattheyaredoing,theirprogressacrossdifferentdomains,howtoworktogethertosupporttheirdevelopment,andinvolvingparentsindecisionmakingprocesses.Note:thiscould

includeregularopportunitiesforinformaldiscussionatdrop-offandpick-uptimes,formalmeetings,sharinginformationonchilddevelopment,etc.

Securityprocessinplacefordroppingoffandpickingupchildren.

Sources:LopezBoo,Araujo,andTome(2016);BerlinskiandSchady(2015);BendiniandDevercelli(2022);AmericanAcademyofPaediatrics(2005);ILO(2018and2024);WHO(2023)

11Theexistenceofadailyroutineispartofprogramcharacteristicsunderstructuralquality,butdiscussing,reviewingandimplementingthedailyroutineisconsideredpartofactivitiesandpedagogyunderprocessquality.

GuidanceNote:EssentialElementsofQualityinChildcareSettings7

Box5.Awell-preparedandwell-supportedworkforce

Deliveringaqualityprogramishighlydependentonthecapabilitiesandmotivationofchildcarepractitioners.The

relationshipbetweenchildrenandchildcarepractitionersiscentraltokeepchild