Child Caregiver Interaction Scale CCIS Revised Edition Barbara

Child Caregiver Interaction Scale (CCIS) Revised Edition Barbara Carl, Ph. D. (2010)

Quality of Child Care Comprised Of: Phillips (1987) Environmental: Materials Structural: Environmental Rating Scales present, room arrangement, etc. Program Administration Scale Adult/child ratio, caregiver education and experience Process: Child Caregiver Interaction Scale Interaction between caregiver and children

Measures to Assess Environmental Quality Infant/Toddler Environmental Rating Scales, Revised Edition (Harms, Clifford and Cryer, 2003) Early Childhood Environment Rating Scales, Revised Edition (Harms, Clifford and Cryer 1998) Family Day Care Rating Scale (Harms and Clifford, 1989) School Age Care Environment Rating Scale (Harms, Jacobs, and White, 1996)

Need for Caregiver Interaction Scale Majority of existing scales focus on interaction with an individual child (targeted unit of analysis for the study) No one assessment device exists for measuring interaction across multiple age groupings and settings. International, national and state focus on child care quality improvement across the age span and settings.

CCIS: For a Variety of Child Care Providers Infant Care (birth to 12 months) Toddler Care (13 to 31 months) Preschool Care (32 to 60 months) School Aged Care (K through primary) Home and Center Based Care Measure is general but detailed developmentally appropriate practice definitions are provided for each specific age group.

Child Caregiver Interaction Scale (CCIS) Developed between 2005 -2007, updated 2010 and 2016 Developed “in the field”; created while collecting data with the Arnett CIS Underwent extensive expert panel review of the measurement tool and detailed descriptors for each indicator Each of these methods helped maximize content validity

Child Caregiver Interaction Scale Research Based NAEYC Developmentally Appropriate Practice (2009) The National Institute of Child Health and Human Development ( NICHD) Early Care and Education Study (1995) Current brain development research (2009) Recently reviewed and sources updated (2016)

Grounded in Theory Attachment Theory (Bowlby, 1969): When children’s needs are consistently met, they develop secure attachment towards adults. Children learn the world is a safe (or unsafe) place depending upon their attachment and interactions with adults, including caregivers.

Grounded in Theory Ecological Theory (Brofenbrenner, 1979) The child is in the center of the system, surrounded by the family and circled by the school, community, school policies, culture and current political ideology. Parents and caregivers interact to contribute to a child’s academic, social, and emotional development.

Grounded in Theory Constructivism (Piaget, 1952) (Vygotsky, 1978) Children acquire new knowledge as they interact with their environment and the adults in that environment. Children’s early learning experiences can have a profound effect on their development.

Domains of Child’s Development Emotional Theoretical Foundation Attachment Theory Cognitive and Constructivist Physical Theory Social Ecological Theory Latent Variable Stability Trust Sensitivity Responsiveness Fosters Social Development/ Mesosystems Cultural Consistency

Closest Competitor: CLASS The Classroom Assessment Scoring System Pre. K (CLASS Pre. K; Pianta, La Paro, & Hamre, 2005) is a system for observing and assessing the quality of interactions between teachers and students in preschool classrooms. The CLASS examines social-emotional and instructional interactions that contribute to student’s social competence and academic achievement. The CLASS measure includes 10 subscales organized into three domains: (1) Emotional Support, (2) Classroom Organization, and (3) Instructional Support.

Limitations of CLASS Very difficult to obtain reliability Users identify that the indicators are very subjective Expensive to use Requires expensive training Materials are expensive to purchase Mainly for Pre-K and lower elementary grades, though also has a younger age group version Mainly used by Head Start classrooms, though numerous states have included it in their QRIS systems

Importance of the CCIS Provide a greater understanding about the elements of quality child care internationally Incredible knowledge generation about the similarities/differences of quality care globally Can help shape child care practice if the measure is used as a quality improvement tool

Used in Various International Research Projects Singapore Korea Ireland Turkey Canada Italy

CCIS Information For more information, please contact Barbara Carl, Ph. D. The Pennsylvania State University bec 109@psu. edu