推进托育服务高质量发展是新时代实现幼有所育的重要目标，托育机构心理环境是保障托育服务质量的核心要素。本研究通过托育机构心理环境质量评估，考察北京市和南京市托育服务机构心理环境质量的现状和问题，并进一步探讨影响托育机构心理环境质量的因素，以期为改进托育机构心理环境质量提供实证依据。 本研究采用问卷调查法和观察法，对北京市和南京市14所托育机构心理环境质量进行评估，共包括53个班级。结果发现，首先，在托育机构心理环境质量的现状与问题方面：托育机构心理环境质量整体较低，其中托育机构课程结构质量最为薄弱，互动质量参差不齐，语言的理解与使用质量在三大维度中得分最高。其次，在托育机构心理环境质量相关影响因素方面，机构性质和师幼比是影响托育机构心理环境非常重要的两大班级因素。具体来说，非营利性托育机构心理环境质量显著高于营利性机构，高师幼比托育机构语言的理解与使用质量显著高于低师幼比机构。同时，教师学历、岗前培训时间、婴幼儿知识培训次数、月工资均显著影响托育机构心理环境质量。表现为学历水平更高的教师自由游戏和集体游戏活动质量水平更高，岗前培训时间更长的教师日常程序和自由游戏质量较好，教师参与婴幼儿知识培训次数较多的托育机构互动质量高于较少者，教师月工资更高的托育机构心理环境质量显著高于较低者。 基于以上研究发现，本研究提出如下建议：一是加强活动指导的灵活性、针对性，提升课程结构质量；二是积极敏感回应婴幼儿需求，采取正面措施引导交往互动；三是积极构建积极主动的语言环境，增加师幼双向交流；四是合理配备班级师幼比，推动非营利性托育机构规范发展；五是提高托育机构教师专业水平，保障教师薪资待遇。

Promoting the high-quality development of nursery services is an important goal to achieve the access to childcare in the new era. The psychological environment of nursery institutions is the core element to ensure the quality of nursery services. This study investigates the current situation and problems of psychological environment quality of nursery institutions in Beijing and Nanjing through the psychological environment quality assessment of nursery institutions, and further explores the factors affecting the psychological environment quality of nursery institutions in order to provide empirical basis for improving the psychological environment quality of nursery institutions. This study assessed the psychological environment quality of 14 nursing institutions in Beijing and Nanjing, including 53 classes, using the methods of questionnaire and observation. The results show that, firstly, in terms of the current situation and problems of psychological environment quality in nursery institutions, the overall quality of psychological environment in nursery institutions is low, among which the quality of curriculum structure in nursery institutions is the weakest, the quality of interaction is uneven, and the quality of listening and speaking scored the highest in the three dimensions. Secondly, the nature of nursing institutions and the ratio of teachers to children are two very important class factors affecting the psychological environment of nursing institutions. Specifically, the psychological environment quality of non-profit nurseries is significantly higher than that of for-profit nurseries, and the listening and speaking quality of higher teachers' kindergartens is significantly higher than that of lower teachers' kindergartens. At the same time, teachers' educational background, pre-job training time, the number of infant knowledge training, and monthly salary significantly affect the psychological environment quality of nursery institutions. Teachers with higher education level have higher quality of free play and group play activities, and teachers with longer pre-job training time have better quality of daily procedures and free play. The quality of interaction between nurseries with more times of infant knowledge training is higher than that of fewer nurseries. The quality of psychological environment of nurseries with higher monthly salary is significantly higher than that of lower nurseries. Based on the above findings, this study puts forward the following suggestions: first, to strengthen the flexibility and pertinence of activity guidance to improve the quality of curriculum structure; second, to actively respond to the needs of infants and adopt positive measures to guide interaction; third, to actively build a proactive language environment to increase the two-way communication between teachers and children; fourth, to rationally equip class teacher-child ratio to promote non-profit toddlers. The fifth is to improve the professional level of teachers in nursery institutions and ensure the salary and treatment of teachers.