Skip Navigation

Evaluating the Impact of the Program for Infant/Toddler CareEvaluating the Impact of the Program for Infant/Toddler Care

Regional need and study purpose. The study tests the effect of the Program for Infant/Toddler Care (PITC), a professional development strategy designed to improve both the quality of childcare services and the cognitive, linguistic, and social development of infants and toddlers. The findings from the impact analyses may be used to inform policymakers and to guide PITC developers in strengthening components or targeting certain training approaches to more effectively address identified needs.

Intervention description. Based on research, theory, and practice on child development, the PITC is a responsive, relationship-based approach to infant and toddler care. The PITC curriculum is divided into four modules—social emotional growth; group care; learning and development; and culture, family, and providers—delivered through reading materials, group instruction and discussion, audiovisual presentations, and individualized consultation and feedback.

Study design and period. The study is a cluster-randomized experimental trial, targeting both center- and home-based childcare programs in Arizona and California that serve children under age 3. The study extends from June 2006 through January 2011. Childcare centers and family childcare homes were recruited on a rolling basis between October 2007 and July 2008 and were randomized separately. The study sample consists of around 1,000 children in 92 childcare centers and 159 family childcare homes in southern Arizona and California.

Key outcomes and measures. At the program and classroom levels, primary impacts are estimated on two composite indicators of childcare quality: one measuring caregiver-child interactions and a second measuring learning materials and activities. At the child level, impacts on children's cognitive and linguistic development and behavior are estimated.

Data collection approach. All baseline and outcome data are collected through program observations, surveys, and child assessments. Program-level baseline data were collected before random assignment. Follow-up program and child outcome data are collected 13–14 months after random assignment, and for child outcome data again 22–23 months after random assignment.

Analysis plan. Program impacts are estimated by comparing outcomes for intervention programs and children who were enrolled in intervention programs with outcomes for their control counterparts. The effect of the PITC is analyzed using hierarchical regression models to account for the clustering of the data by program. Multiple comparison procedures are used to reduce the probability of finding statistically significant program impacts that are due to chance alone. Mediating analyses include analyses of program implementation and child dosage. Exploratory analyses are also conducted to examine program impacts for subgroups at the program and child levels.

Principal investigators. Hans Bos, PhD, Berkeley Policy Associates and Aletha Huston, PhD, University of Texas.

Additional Information. Region, contact information, and references

printClick here for full printable version