Assessment of Teacher-Child Interaction Quality in Creche Facilities in Rivers State

The quality of teacher-child interactions in the first years of life significantly shapes developmental outcomes, and systematic assessment of interaction quality in Rivers State crèche facilities informs standards development and practice improvement. This study assessed teacher-child interaction quality in crèche facilities in Port Harcourt City and Obio-Akpor Local Government Areas, Rivers State, South South Nigeria. An observational design was employed, using the Classroom Assessment Scoring System adapted for infant and toddler contexts. Twenty crèche classrooms were observed across two sessions each. Results showed that emotional support was rated in the mid-range (mean 4.6 out of 7) across facilities, with caregiver sensitivity receiving the highest scores. Engaged support for learning was rated lowest overall (mean 2.8), reflecting limited language stimulation and exploratory learning opportunities. Classroom organisation was variable, with private facilities scoring significantly higher than government-affiliated crèches. Staff-to-child ratios exceeded the recommended 1:4 standard in 60 percent of facilities. Caregiver qualifications were a significant positive predictor of interaction quality. The study concludes that interaction quality in Port Harcourt crèches requires urgent improvement, particularly in learning support dimensions. Recommendations include mandatory ECD qualification requirements for crèche staff, CLASS-based professional development, and regulatory standards enforcement for staff-to-child ratios in Rivers State crèche facilities to ensure developmentally appropriate early experiences for enrolled infants and toddlers.

Keywords: teacher-child interaction, CLASS, crèche facilities, Rivers State, early childhood quality