ASSESSING QUALITY IN A UNIVERSITY-BASED CHILD-MINDING FACILITY: TOWARD AN EVIDENCE-BASED INDICATORS FRAMEWORK

Ronald Macanip Quileste

Abstract


Purpose – University-based child-minding facilities serve as care spaces, developmental support settings, family support services, and teacher education sites, yet quality indicators for these hybrid environments remain underdeveloped. This study develops an evidence-informed framework of quality indicators for university-based child-minding facilities, using the Little Iggy Center as an empirical case.

Methodology – The study used a records-based convergent mixed-methods design. Quantitative data included stakeholder satisfaction surveys from 11 parent-clients, 12 School of Education student-users, and 3 instructor-users, as well as paired developmental checklist records from 11 children. Qualitative data included 11 child interview records and 1 event-based anecdotal record. Descriptive analysis, thematic analysis, and mixed-methods integration were used.

Findings – High stakeholder satisfaction, with the strongest ratings from parent-clients and student-users. Paired checklist records showed positive developmental patterns across domains, increasing from M = 2.39 to M = 4.12. Child interviews and anecdotal documentation revealed themes of play-rich engagement, relational care, emotional security, peer connection, developing independence, and emergent learning. Mixed-methods integration showed convergence across safe and responsive care, developmental support, belonging, family trust, and institutional usefulness, while identifying areas for improvement in facility maintenance, resources, routine visibility, transition safety, and curricular coordination.

Contribution – The study offers evidence-based guidance for assessing and improving university-based child-minding facilities in higher education contexts, particularly where centers serve children, families, preservice teachers, and institutional welfare goals simultaneously within local university care-learning systems.

Keywords


University-based Child-Minding Facility; Early Childhood Quality; Mixed methods; Child Voice; Quality Indicators Framework

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References


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DOI: https://doi.org/10.36987/jes.v13i4.9386

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