Using Learning Communities to Support Cantonese/Mandarin Family Child Care Providers in a Professional Development Intervention Program

Yafen Lo,Shinchieh Duh,Shu-Chen Yen

doi:10.5539/jel.v6n4p127

Abstract

High-impact educational practices can promote student involvement and learning outcomes, but are rarely tested in the community college setting—where involvement is a typical challenge to student success. For Family Child Care (FCC) providers, who tend to be older and overworked, higher-education training can be especially difficult. The present study examined the use of learning communities as a high-impact practice in Project Vista Higher Education Academy (PVHEA), a two-year professional development intervention program for Cantonese/Mandarin FCC providers at the East Los Angeles College in California. Quantitative and qualitative data during the inaugural term (January 2012-December 2013) indicated that PVHEA successfully helped FCC providers access and complete college coursework towards Child Development degrees and credentials. Course completion rate reached 100%, and the providers gradually increased course load while maintaining above-average grades. Positive changes were also observed in self-efficacy, aspirations, and professional image. The associated program challenges were discussed.

Highlights

1.1 BackgroundLicensed Family Child Care (FCC) is a major early childhood service that provides care and education in home settings for children under the age of three
Project Vistas Higher Education Academy (PVHEA) created separate divisions for the Cantonese/Mandarin- and the Spanish-speaking FCC providers. (Note 1) The present study focused on the Cantonese/Mandarin FCC providers
The present study focused on a group of Cantonese/Mandarin FCC providers who participated in PVHEA’s inaugural term to examine the role of learning communities in providers’ academic, professional, and personal growth in the program

Summary

Introduction

Licensed Family Child Care (FCC) is a major early childhood service that provides care and education in home settings for children under the age of three. In a 2015 report, the California Child Care Resources and Referral Network (CCCRRN) concluded that regular child care remains inaccessible for working families. The decline in FCC supply has been associated with the lack of quality assurance with respect to licensing, training, financial resources, and operational support (e.g., Raikes et al, 2013). For 41 states in the United States, the degree requirement for FCC providers is high school diploma, or less (Child Care Aware of America [CCAA], 2015a). In California alone, an estimate of 30,699 homes provide FCC services, only 23% of which were licensed and none accredited (CCAA, 2016)

Results

Discussion

Conclusion