In the U.S., experiences of infants and toddlers
in group care are often overshadowed by the policy and
research focus on preschool education just prior to formal
school entry. When infant–toddler care is studied, it is often
described relative to the global quality of classroom envi￾ronments. Little research has focused on the day-to-day
experiences of very young children in routine situations and
contexts in group care. The current study sought to examine
the experience of a small group of toddlers (n = 11) in low￾income child care centers that were deemed high quality by
the state’s Quality Rating and Improvement System (QRIS).
Using a focal observation technique in combination with
qualitative methods, young toddlers were observed during a
typical mealtime experience in their classroom. Data from
this pilot study suggest that minimal teacher–child interac￾tions occurred during observed mealtimes. Of particular
concern is the low level of teacher vocalizations and
responses to children during meals. Implications for policy,
practice, and future research are discussed.

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Tersedia

• Teacher–Child Interactions During Mealtimes: Observations of Toddlers in High Subsidy Child Care Settings

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