One size does not fit all: Associations between child characteristics, differential treatment of children by educators and quality in child care centers

High-quality interactions in early childhood education settings support children’s cognitive and socioemotional development. However, little is known about what explains variability in how educators interact with different children in these settings and how this variability relates to quality metrics. This study was based on data from 470 primarily low-income, preschool-aged children (mean age = 46.6 months; 53% female) attending licensed child care settings in a multicultural metropolis. Multilevel analyses revealed that approximately 80% of both observed educator behaviors and educator reports of relationship quality varied between children in the same classrooms, and that children’s disruptive behavior, verbal intelligence, and hostility accounted for anywhere between 3 and 53% of this variance. Educators directed more positivity towards children who they described as more hostile and reported having closer and less conflictual relationships with children who they described as being less hostile and having greater verbal intelligence (small to moderate effect sizes). Differential treatment was associated with child-educator ratios, staff education, and emotional climate. Results can inform research, practice, and policy related to equity, professional development, and quality measurement in early childhood education.