The present study employed a qualitative research design guided by an ethnographic approach to explore caregiving dynamics within Indian Child Care Institutions (CCIs). Conceptualizing caregiving as the primary emotional and relational ecology shaping institutionalized preschool children’s development, the study aimed to generate a contextually grounded understanding of everyday caregiving practices in institutional settings. Specifically, the study examines how caregiving is practiced in Indian CCIs, with a focus on the quality of caregiver–child interactions, emotional responsiveness, and the influence of institutional contexts on these practices.
Data were collected from ten female caregivers and twenty institutionalized children aged 3–6 years across three NGO-run CCIs in India. To enable systematic yet culturally sensitive assessment, a tailored observational checklist was developed to examine key caregiving dimensions, including sensitivity, empathy, emotional responsiveness, availability, caregiver–child interaction, positive contact, and attitude. Methodological triangulation was achieved through the integration of participant observation, qualitative field notes, and semi-structured interviews, enhancing the credibility and interpretive depth of the findings. Interview data were thematically analyzed, while observational data were examined using descriptive quantitative summaries alongside qualitative interpretation.
Findings revealed that caregiving practices were predominantly task-oriented. Emotional responsiveness, individualized attention, and emotionally attuned communication were inconsistent, particularly for preschool-aged children. Caregiver–child interactions were largely directive, offering limited opportunities for reciprocal engagement. In response to constrained emotional availability from caregivers, peer attachments emerged as a salient compensatory relational strategy among children. Discrepancies between caregivers’ self-reported practices and observed behaviors further highlighted the influence of institutional constraints, social desirability, and limited awareness of children’s emotional needs. Overall, the study underscores the centrality of caregiving quality in institutional contexts and highlights the need for relationally informed caregiving interventions to support institutionalized children’s socio-emotional development.