Turning classroom observations into coaching for infant-toddler educators

Measuring caregiver-child interactions to guide coaching in infant-toddler classrooms

The Early Childhood Education Institute (ECEI) at the University of Oklahoma–Tulsa partners with Tulsa Educare and the Community Action Project of Tulsa County (CAP Tulsa) to lead a coordinated quality improvement effort focused on classroom practice and child development.

When this effort began, ECEI and its partners needed an evidence-based way to assess the quality of caregiver-child interactions that shape early development and identify practices that support positive child outcomes. At the time, few tools were available specifically to assess the quality of interactions in infant and toddler settings, particularly across different programs and contexts.

Equipping partners with a reliable tool to help them measure what matters

Mathematica developed the Quality of Care for Infants and Toddlers (QCIT), an evidence-based observational measure designed to assess the quality of caregiver-child interactions for children from birth to age 3. Equipped with this tool, ECEI and its partners have a consistent way to measure caregiver responsiveness and use the results to strengthen practice, not just document it.

QCIT includes scores as well as qualitative detail about specific educator behaviors, such as how caregivers notice and respond to children’s cues. Coaches have used this information to reinforce strengths and suggest concrete strategies educators can try right away. Program leaders have used QCIT results to shape professional development and monitor patterns across classrooms.

Mathematica support includes:

• Training for observers to use QCIT with fidelity
• Post-training certification (and recertification) to ensure reliable, consistent observation scoring
• Access to tools and technical assistance for QCIT implementation

From measurement to meaningful improvement

QCIT provided ECEI and its partners a consistent way to observe infant-toddler classrooms with results used to guide coaching and professional development. Mathematica trained 11 observers at ECEI in QCIT, who have since conducted more than 500 classroom observations using the tool. In collaboration with its partners, Tulsa Educare and CAP Tulsa programs, ECEI conducts QCIT observations annually. ECEI shares results with programs via a detailed, strengths-based feedback report that translates scores into action-ready insights. Coaches and program leaders use the results to review findings, set goals, and guide coaching plans alongside educators.

QCIT’s nuanced data include scores for specific behaviors, such as how educators respond to children’s cues, which coaches use to discuss educators' strengths and strategies for improvement. Program leaders also use the data to inform professional development programming and guide leadership decision making. Program leaders report that educators respond well to QCIT scores and ECEI’s feedback, and coaches observe meaningful improvements in educators over time.

ECEI’s use of QCIT also helps advance research on infant and toddler classroom quality. ECEI’s findings show that higher-quality caregiver-child interactions are linked to greater gains in children’s self-regulation over time. These self-regulation skills are foundational for later learning, highlighting how everyday interactions in the classroom can shape long-term outcomes.