In addition to the type and amount of food children eat within ECE settings, how children eat is an equally important component of a healthful mealtime environment. Responsive feeding, or how children are fed, is defined broadly by creating a supportive nutrition environment whereby caregivers provide healthful food in developmentally appropriate ways and attend to children's cues of hunger and satiety, and children are given the responsibility to decide how much and whether to eat (Satter, 1986). No instrument has been developed specifically to capture and assess responsive feeding practices in Early Care and Education (ECE) settings. Research examining feeding practices of teachers in ECE settings has relied on modifying self-report tools that assess parental feeding practices. Existing parental RF measures and domains are not automatically valid within ECE settings. Basic transference of parental feeding expectations to ECE settings fails to account for the unique parameters of center-based childcare settings, resulting in findings that are inconsistent and difficult to compare and interpret. The overall objective of the current project is to develop a validated and reliable method to assess responsive feeding practices of ECE teachers during the critical developmental period marked by infants' transition to complementary foods. The underlying premise guiding this project draws from the robust research base that identifies responsive feeding practices by parents as vital for shaping healthy eating habits and behaviors of children, therefore necessitating a better understanding of early childhood teachers' responsive feeding practices with the children in their care. Our central hypothesis is that ECE settings are inconsistent in how infants are transitioned to complementary foods, and that both self-report and observational measures developed specifically for assessing teachers' responsive feeding practices will provide a valid and reliable approach for assessing such behaviors in ECE settings. This project is guided by two aims: 1) Develop and validate a survey measure for directors and teachers to understand how teachers and administrators working in ECE settings make decisions surrounding infants' critical transition to complementary foods, that is specific and appropriate for use in ECE settings and across a breadth of ECE policy contexts (i.e. those participating in the Child and Adult Care Food Program (CACFP), non-CACFP, and Head Start). 2) Develop an observational coding scheme that is specific and appropriate for use in ECE settings to assess teachers' responsive feeding practices.