Abstract
Family child care providers' interest in and influences on accomplishing various aspects of professional development, including accreditation, credentialing, and increased formal education were studied. Taking additional credit hour classes and utilizing the professional association were more likely to be accomplished than were more advanced levels of professional development, like getting a college degree. Predictors varied within the eight aspects studied. Intention to stay in family child care did not predict any aspect of training; family child care as a career was a weak predictor of getting the CDA and seeking NAFCC accreditation.
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