Abstract
Research Findings: Relatively little is known about the pre-academic experiences of Latino/a children in family child care. In this work we tested the extent to which previously established relations among provider characteristics, scaffolding and responsive behaviors, total quality (Family Day Care Rating Scale), and children's engagement in pre-academic activities would be found among low-income Latino/a children and providers. We observed total quality, scaffolding and responsive behaviors, and pre-academic activities in 115 family child care programs with Latino/a providers and children. Most providers had a high school education or less. There were positive and significant associations among provider education and training, total quality of the program, scaffolding and responsive behaviors, and children's participation in pre-academic activities. The providers' education level and scaffolding of children's activities were significant predictors of total quality. Environmental quality, provider scaffolding of children's activities, and responsive involvement predicted engagement in literacy, math, and science activities. Practice or Policy: Family child care providers' teaching strategies drive children's experiences in programs, a finding with implications for practice and policy.
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