Assessing Quality in a University-based Child-minding Facility: Toward an Evidence-based Indicators Framework
Year: 2026
Type: article
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.
Source: JURNAL EDUSCIENCE
Author: Ronald Macanip Quileste
Institution: Xavier University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $19
OpenAlex ID: W7204197329