In November 1921, US Congress passed the National Maternity and Infancy Protection Act, also called the Sheppard-Towner Act. The Act provided federal funds to states to establish programs to educate people about prenatal health and infant welfare. Advocates argued that it would curb the high infant mortality rate in the US. Many states accepted funding through the Sheppard-Towner Act, leading to the establishment of nearly 3,000 prenatal care clinics, 180,000 infant care seminars, over three million home visits by traveling nurses, and a national distribution of educational literature between 1921 and 1928. The Act provided funding for five years, but was repealed in 1929 after Congress did not renew it. Historians note that infant mortality did decrease during the years the Act was in effect. The Act also influenced provisions aimed at infant and maternity welfare in later legislation, such as the Social Security Act of 1935.
Prenatal Care is an educational booklet written by Mary Mills West of the US Children’s Bureau and published by the US Government Printing Office in 1913. The Bureau distributed West’s booklets in response to their field studies on infant mortality, which found that lack of access to accurate health and hygiene information put women and infants at greater than normal risk of death or disease. In Prenatal Care, West offers advice on nutrition, exercise, and personal hygiene during pregnancy and describes the processes of labor and birth. Soon after publication, women all over the US requested copies of Prenatal Care. Millions of copies of Prenatal Care were distributed nationally between 1921 and 1928 as part of educational programs funded by the Sheppard-Towner Act, and the infant mortality rate declined during that period.
This study utilized a comparative qualitative analysis of ways in which parents and state agencies view determinants of child care quality. The data for this study were collected from interview responses to open-ended questions on a larger mixed-method study with parents of children under the age of 6 from the Central Arizona area. The quality indicators used by Quality First included the Infant/Toddler Environment Rating Scale (ITERS-R), Early Childhood Environment Rating Scale (ECERS-R), Family Child Care Environment Rating Scale (FCCERS-R), and the Classroom Assessment Scoring System (CLASS), which were analyzed and compared to parent descriptions of quality factors in child care.
The findings of this study contribute to the discussion of ways in which parents’ perspectives are similar and different to that of quality rating scales, in this case those used by Quality First, and how the gap may be contributing to unintended consequences. In the study, I noticed that parents were more inclined toward affect qualities as quality indicators whereas the Quality First had more structural qualities as quality indicators. This led to the addressing of the need to bridge this gap to have a more comprehensive understanding of quality child care to meet different needs as identified by parents and professionals.