This study examines the quality of Hong Kong centre-based childcare services with the aim of identifying areas for further improvement. With the use of the Chinese version of the Infant/Toddler Environment Rating Scale-Revised (ITERS-R), the quality of the classrooms in nine non-profit centres located in different districts of Hong Kong was systematically assessed. The findings revealed the global quality of the childcare centres in Hong Kongand indicated the relative strengths and weaknesses of the specific areas of childcare services compared with findings from the international community. The results showed that the quality of centre-based care servicesfor infants and toddlers in Hong Kong was minimal. Compared to other countries, the health and safety practice in Hong Kong scored higher. However, the scores were especially low in space and furnishings, listening and talking, activities and programme structure. These results revealed that Hong Kong faced challenges with the quality of its centre-based care servicesin general. It was also surprising to find a negative correlation between the quality of the childcare centres and the teachers' experience. The findings also indicated the importance of early childhood education training and continuous professional development.
Perspectives of quality in centre-based care servicesThe definition of childcare quality has generally been composed of two different parts: structural quality and process quality (Cárcamo et al.,2014). Structural quality includes more distal factors such as group size, teacher tochild ratio and teachers' education. These factors may affect infants and toddlers in an indirect way. Process quality is also referred to as the quality of the teachers' process (Clarke-Stewart and Allhusen, 2005;Vandell, 2004) because the interactions between children and teachers is an important part. Process quality is measured by how children interact with teachers, peers and materials. According to Cryer et al. (1999), process quality encompasses 'the activities that are carried out to protect infants and toddlers' health and safety, and to encourage their positive physical, language, intellectual, emotional, and social development ' (p.340). The most common scale used to measure process quality has been the Infant/Toddler Environment Rating Scale (ITERS). This scale can reflect various aspects of childcare for different routines and activities. Bjørnestad et al. (2012) suggested that understanding of the quality of centre-based care services has generally been inadequate. The lack of knowledge on this subject has manifested in the international literature, such as instudiesconducted in Norway and other Nordic countries. There has also been an emerging argument over the difficulty of assessing quality at the classroom level (Hallam et al.,2009). The purpose of this study was to use the Infant/Toddler Environment Rating Scale-Revised (ITERS-R) to compare the quality of child care services in Hong Kong with other countries and to examine both the global quality a...