在当前全面两孩政策实施背景下，0-3 岁婴幼儿早期发展和建设高质量托育机构得到全社会广泛关注。师幼比作为影响托育机构服务质量的重要影响因素，也已成为世界范围内早期教育质量监测的重要指标。本研究运用DRDP 发展评价体系，通过对北京市38 个班级196 名 0-3 岁婴幼儿实地观察，分析托育机构师幼比及其与婴幼儿身体发发展、语言和读写、社会与情感、学习品质等能力发展的关系。
研究结果发现：（1）当前北京市 0-3 岁婴幼儿托育机构，在相同师幼比下，托小班中班级规模越大，婴幼儿发展得分越高；托大班中婴幼儿发展呈现随班级规模扩大而上升的趋势；混龄班中婴幼儿发展则与班级规模呈“V”型关系。（2）在不同师幼比下，托小班中师幼比越高，婴幼儿发展得分越高；托大班中婴幼儿得分与师幼比呈“V”型关系；混龄班中婴幼儿发展则呈现随师幼比下降而上升的趋势。（3）师幼比、班级规模会对婴幼儿发展产生重要影响作用。在托小班中班级规模成为影响托小班婴幼儿发展的主要因素，而非师幼比；托大班中，师幼比和班级规模均不能对婴幼儿发展产生影响；混龄班中师幼比则是影响婴幼儿发展的核心因素。
基于本研究结果，提出如下建议：（1）关注师幼比与婴幼儿发展的一致性与差异性，设置适宜师幼比和班级规模；（2）合理利用师幼比、班级规模等结构性因素，发挥其对婴幼儿发展影响作用。

Under the background of the implementation of the comprehensive two-child policy, the early development and construction of high-quality childcare institutions for infants and young children aged 0-3 have received extensive attention from the whole society. As an important factor affecting the service quality of childcare institutions, teacher-child ratio has also become an important indicator of early education quality monitoring worldwide. This study uses the DRDP development evaluation system to analyze the teacher-to-child ratio of childcare institutions and its relationship with infants’ physical development, language and literacy, social and emotional , Learning quality and other capacity development.
The results of the study found that: (1) At present in Beijing 0-3 year old child care institutions, under the same teacher-to-child ratio, the larger the class size in the nursery school, the higher the infant development score; the infant development in the nursery school shows that the development of infants and young children in the nursery school increases with the expansion of the class size. Increasing trend; the development of infants and young children in mixed-age classes has a "V"-shaped relationship with the class size. (2) Under different teacher-to-child ratios, the higher the teacher-to-child ratio in the nursery school class, the higher the infant development score; the infant and toddler scores in the nursery school class show a "V" relationship with the teacher-child ratio; the infant development in mixed-age classes It shows an upward trend as the teacher-to-child ratio declines. (3) The teacher-to-child ratio and class size will have an important effect on the development of infants and young children. In kindergarten classes, the class size becomes the main factor that affects the development of infants and young children in kindergarten classes, not the teacher-to-child ratio; in nursery-major classes, neither the teacher-to-child ratio nor the class size can affect the development of infants and toddlers; the teacher-to-child ratio in mixed-age classes It is the core factor that affects the development of infants and young children.
Based on the above research results, the following suggestions are put forward: (1) Pay attention to the comprehensive development of infants and young children under 3 years old, and take multiple measures to support the all-round development of infants and young children of all ages; (2) Reasonably use structural factors such as teacher-child ratio to establish and improve childcare Service quality evaluation system.