For example, in a study of 414 children who resided in three states, Howes et al
More than half of the infant classrooms with ratios higher than 4:1 and preschool classrooms with ratios higher than 5:1 received scores that were categorized as “inadequate
When child:adult ratios are lower, caregivers spend less time managing children in their classrooms and children appear less apathetic and distressed (Ruopp, Travers, Glantz, and Coelen, 1979). When child:adult ratios are lower, caregivers offer more stimulating, responsive, warm, and supportive care (Clarke-Stewart, Gruber, and Fitzgerald, 1994; Howes, 1983; NICHD Early Child Care Research Network, 1996, in press-a; Phillipsen et al., 1997; Volling and Feagans, 1995). Ratios also are associated with global process quality scores (Burchinal, Roberts, Nabors, and Bryant, 1996; Howes, Phillips, and Whitebook, 1992; McCartney, et al., 1997; Scarr, Eisenberg, and Deater-Deckard, 1994; Whitebook, Howes, and Phillips, 1990). (1992) determined that “good” and “very good” scores on the ITERS and ECERS were more likely in infant classrooms with ratios of 3:1 or less, in toddler classrooms with ratios of 4:1 or less, and in preschool classrooms with ratios of 9:1 or less. (more…)