A sample of 81 caregivers in 24 urban centers was observed in interactions with preschool children ages 3 to 5. Observation centered on the domains of positive and negative socioemotional inputs, language facilitation, concept promotion, and caregiving and cleaning up (of children and of environment). The teachers provided responses to questions about their number of years of formal schooling, years in child care, years at the same center, own parenting status, and how many ECE/CD (early childhood education and child development) courses and workshops they had ever taken. Hierarchical stepwise regressions and ANOVAs showed the importance of ECE/CD training. When all positive teacher interactions tallied in the classroom were combined, ECE/CD training accounted for over 62 percent of the variance in teacher inputs. Results suggested that when interviewing candidates for child care positions, directors need to verify a candidate's prior ECE/CD training, along with providing supports for staff to obtain ongoing ECE/CD coursework to ensure high quality child care. (Contains 32 references.) (Author/EV)