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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 environments. 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 interactions 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.

The increasing emphasis on accountability in early care and education has created an opportunity for programs to revisit their child assessment practices. This article presents a model for using authentic assessment practices to document children's progress toward a set of program standards, specifically the Head Start Child Outcomes Framework, as well as describe how authentic assessment processes can inform curriculum planning. Programmatic implementation issues are discussed and a case study is presented.