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

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

3. 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)

4. 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.

5. 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.

6. Child Caregiver Interaction Scale (CCIS)
Developed between , 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

7. 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)

8. 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.

9. 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.

10. 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.

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

12. Closest Competitor: CLASS
The Classroom Assessment Scoring System PreK (CLASS PreK; 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.

13. 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

14. 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

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

16. The Pennsylvania State University
CCIS Information
For more information, please contact
Barbara Carl, Ph.D.
The Pennsylvania State University