Apart from the evidence that children's developmental trajectories are influenced by the child care they experience, the day-to-day quality of young children's lives is profoundly affected by the quality and continuity of their experiences in child care. It appears that even small improvements in ratios and training, and relatively modest compensation initiatives, can produce tangible improvements in the observed quality of care. But the larger need is for communities to create more viable systems of child care that do not tolerate unsafe and unstimulating settings, actively promote and reward high-quality care, stem the tide of staff turnover, and enable parents at all income levels to avail themselves of quality care for their children (Kagan and Cohen, 1996; National Association of State Boards of Education, 1991; National Research Council, 1990).

The National Academies of Sciences, Engineering, and Medicine
500 Fifth St. N.W. | Washington, D.C. 20001

Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement