23.4: Benefits of Small Groups and Low Ratios

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Todd LaMarr

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Why Small Groups and Low Ratios?

It is important to distinguish between research studies that focus on infants and toddlers (birth to 36 months) and studies that focus on children older than three years of age. Research findings on the associations between adult-to-child ratios and developmental outcomes have been contradictory with older children. In the preschool years, some studies show that better ratios are associated with improved child outcomes while other studies have found weak or no benefits (Francis & Barnett, 2019; Perlman et al., 2017; Pianta et al. 2005). In contrast, most studies with infants and toddlers find beneficial outcomes for small groups and low ratios (for exceptions see Blau, 2000 and Slot, Leseman, Verhagen & Mulder, 2015). Thus, this body of research emphasizes that the care and education of infants and toddlers should be considered distinct from the preschool years and that small groups and low ratios may be more important during the first three years, especially for infants (American Academy of Pediatrics, 2019; De Schipper, Riksen‐Walraven & Geurts, 2006). ^{^[1]}

Overall, small groups and low ratios are linked with better outcomes for infants and toddlers (Howes, Phillips & Whitebook, 1992). Small groups and lower ratios are associated with warmer and more responsive interactions (Burchinal, Cryer, Clifford & Howes, 2002; Early Child Care Research Network, 2006; Phillipsen, Burchinal, Howes & Cryer, 1997; Vandell, 1996). Sensitive relationships between caregivers and infants is more common in classes with smaller groups (Barros et al., 2016). Research has found that as the ratio of infants to caregivers increases, the quality of care between caregivers and children decreases (Leach et al., 2008; Rentzou & Sakellariou, 2011). For example, with higher ratios of infants, caregivers are less able to provide quality interactions that are sensitive and responsive (Pessanha et al., 2017; Thomason & La Paro, 2009). Caregivers show more positive affect and are less restrictive of toddlers’ actions when ratios are low (Howes, 1983; Thomason & La Paro, 2009). In programs with a high ratio, toddlers are more likely to show behavior challenges (Kohl et al., 2020). Lastly, low ratios are related to greater infant language abilities. Specifically, small groups with a ratio of one caregiver to three infants had greater language abilities than groups with more than three infants per one caregiver (Burchinal, Roberts, Nabors & Bryant, 1996; Burchinal et al., 2000). When ratios are low, caregivers engage in more conversations and complex play with toddlers (Howes & Rubenstein, 1985). ^{^[2]}

^{^[1]} Perlmanet al., (2017). Child-staff ratios in early childhood education and care settings and child outcomes: A systematic review and meta-analysis. PloS One, 12(1), e0170256. CC by 4.0

^{^[2]} Løkken et al., (2018). The relationship between structural factors and interaction quality in Norwegian ECEC for toddlers. International Journal of Child Care and Education Policy, 12(1), 1-15. CC by 4.0