Family Child Care Research Articles

Associations among tiered quality rating and improvement system supports and quality improvement

This descriptive study investigated the associations between change in quality and quality improvement supports among center-based programs and family child care homes within Miami-Dade County, Florida's tiered quality rating and improvement system (TQRIS), Quality Counts. The TQRIS supports included grants and financial awards for materials and equipment, educational scholarships for staff, and on-site technical assistance to raise quality. Data were extracted from a TQRIS information management system on 412 programs (342 center-based programs and 70 family child care homes) participating in the TQRIS from 2008 to 2013. Results indicated that across both types of care (centers and homes), quality increased over time. Duration, or amount of time in the TQRIS, was significantly related to quality change. Scholarship amounts received were also significantly related to quality change for centers. Interactions between dosage and supports suggested that some supports were associated with quality change for programs that were in the TQRIS for a shorter duration. The consistent findings regarding duration in the TQRIS and scholarships suggest the importance of supporting programs and their staff. Policy implications related to building TQRISs are discussed.

Quality in Family Child Care: A Focus Group Study with Canadian Providers

A substantial proportion of American, Canadian and English preschoolers regularly participate in family child care making its quality of vital importance for the children concerned, their parents, the school system and the society in which they live. This article discusses the seven key caregiver behaviors and physical space characteristics identified as essential for quality by 62 providers who participated in 12 focus groups across Canada, their views on what is required to support and enhance family child care, and the published research on the effectiveness of their suggested supports. In addition, the findings of a survey of 581 providers in different parts of England that also sought provider views about the physical space and caregiver behaviours essential for quality programs are identified (Fauth et al. 2011) and the significant concurrence between the opinions of the two groups discussed. The article ends with a discussion of the policy and practice implications that arise from the study’s findings and some ideas on how best to move forward in assisting family child care providers to support children’s development.

Quality Rating and Improvement Systems: Validation of a local implementation in LA County and children's school-readiness

As states are actively participating in the Race to the Top Early Learning Challenge Grant, research that validates the translation of child care quality measures for policy purposes is required. This paper presents results from a two-part study on QRIS ratings: (1) Study 1 examines the concurrent validity of a QRIS, and (2) Study 2 simulates the QRIS scores with a secondary dataset to predict child outcomes. Study 1 – the QRIS descriptive study – presents the pilot-study data from the L.A. County QRIS collected between 2009 and 2012. Data from 254 early childhood programs (98 family child care homes and 156 centers with 331 classrooms) indicate that individual quality rating indicators do contribute to an overall score, and the simulated scores were related to external measures of child care quality. Study 2 – the QRIS simulation study – included 223 low-income 3- and 4-year-old children in 101 early care and education classrooms/programs; one-quarter were dual language learners. Continuous measures of child care quality were positively associated with children's school-readiness. However, after quality measures were combined and scored into QRIS ratings, ratings were no longer associated with increases in cognitive/academic and social child outcomes across the school year. The lack of an association between QRIS ratings and child outcomes is consistent with findings from other studies and warrants further examination of QRIS ratings and their effect on children's learning.

Infectious diseases in early education and child care programs.

1. Timothy R. Shope, MD, MPH* 1. *Department of Pediatrics, Division of General Academic Pediatrics, Children's Hospital of Pittsburgh of University of Pittsburgh Medical Center, Pittsburgh, PA. * Abbreviations: AAP: : American Academy of Pediatrics CFOC3: : Caring for Our Children , 3rd ed ECE: : early care and education RSV: : respiratory syncytial virus Out-of-home care and education are the norms for most young children and lead to increased exposure to infectious diseases. Pediatricians need to be aware of strategies to reduce the risk of infection and guidelines for determining exclusion and return to care for mildly ill children who participate in group care arrangements. After completing this article, readers should be able to: 1. Recognize the risks of infectious diseases in children who participate in early care and education programs. 2. Understand methods for reducing infectious diseases in early care and education settings. 3. Identify which infectious diseases require exclusion from early care and education programs. Two-thirds of children younger than 6 years participate in nonparental out-of-home early education and child care. Demographic trends during the past several decades reflect an increased desire and need to work for men and women who are parents. During the first 2 years of participation, children enrolled in early care and education (ECE) programs experience a higher incidence of respiratory and diarrheal infections, otitis media, and antibiotic-resistant bacteria compared with their peers primarily cared for at home. The types of infection generally reflect common respiratory and gastrointestinal viruses in circulation in the community. However, there are some infectious diseases that can cause outbreaks or clusters of infections in ECE settings. When ill children are excluded from an ECE facility, parents may miss work, lose income, and seek health care services in an effort to return their children to child care. Pediatricians need to be aware of the infectious disease risks of child care attendance and various strategies for reducing them. In addition, pediatricians need to be knowledgeable about rational exclusion and return …

Evaluation of Two Strategies to Increase the Use of Portable Play Equipment in Family Child Care Homes

Evaluation of Two Strategies to Increase the Use of Portable Play Equipment in Family Child Care Homes

Everyday routines: A window into the cultural organization of family child care

Eco(logical)-cultural Theory suggests that a daily routine results from individuals adapting cultural ideas to the constraints of a local context or ecology. Using Ecocultural Theory, this research examined family child care providers’ descriptions of daily activities and overall approach to understand cultural models. The results highlighted a predominant cultural model reflecting ideas of “natural” child development facilitated by a structured daily routine. However, an alternative model emphasizing flexibility, intimacy, and relationships was also present. The results suggest that we need to better understand the conditions under which certain models become widely appropriated and enacted.

Mentoring and Facilitating Professional Engagement as Quality Enhancement Strategies: An Overview and Evaluation of the Family Child Care Partnerships Program

The importance of professional development training for individuals tasked with providing quality early child care is widely accepted. However, research assessing the impact of specific, long-term professional development programs on changes in caregiver behavior is largely absent, as is research about the processes and mechanisms of such training efforts that produce changes in child care practices. We specify the underlying activities and processes of a mentor–delivered quality enhancement and professional development program, Family Child Care Partnerships (FCCP), and present the results of two studies using implementation data to examine program effectiveness as measured by mentors’ observational assessments of the global quality of caregiving practices and providers’ self-reported professional engagement. Study 1 consisted of 365 family child care providers who were invited to participate in FCCP. Study 2 was a subsample of Study 1 and consisted of 109 providers. We used latent difference score modeling to examine changes in global child care quality from program entry to program departure and bivariate associations among changes in quality and professional engagement. Significant increases were found between pre- and post-enrollment assessments of caregiving quality and professional engagement. Increases in professional engagement were associated with increases in quality. Findings are discussed in the context of the limited information available to guide quality improvement and professional development in family child care and in light of recommendations that the early childhood care and education field develop methods of training that embed knowledge and skills development in practice.

Obesity prevention targeting Latino preschool children attending family childcare homes (380.4)

Obesity prevention targeting Latino preschool children attending family childcare homes Background Obesity prevalence among minority populations, particularly Latinos, is a pressing public health concern. Many Latino families use Family Child Care Homes (FCCHs) services, making these settings a potentially important venue for obesity prevention.Objective Explore interpersonal and organizational influences on nutrition and physical activity behaviors associated with obesity risk among Latino preschoolers enrolled in licensed FCCH.Methods Using a combination of qualitative methods, we identified state‐level policy and practice pertaining to nutrition and physical activity (PA) in pre‐school care settings through researching Massachusetts Department of Early Education and Care website; additionally we interviewed representatives (N=16) of various regulatory/training agencies associated with FCCH. We conducted focus groups with Latino family childcare providers, plus Latino parents of children in care (4 each type). We will code information and use qualitative analysis methods to create reports.Results A disparate level of nutrition and PA standards and training resources is currently available to providers. Providers face challenges, which include cultural perspectives of parents, in promoting healthful eating and PA habits for children in their care.Conclusion Obesity prevention among Latino pre‐school children attending FCCHs could be enhanced through improved coordination of state agencies and training/educational strategies for providers and parents.Grant Funding Source: supported by Aetna Foundation

Pediatricians Can Learn to Play Well With Others

Pediatricians Can Learn to Play Well With Others

Smoking Out Red Herrings: The Cost of Living Debate

Smoking Out Red Herrings: The Cost of Living Debate

Physical Activity Levels in Family Child Care Homes

Although more than 1 million US children attend licensed family child care homes, little is known about children's physical activity in this setting. The purpose of this study is to describe the physical activity of children cared for in child care homes. The study sample included 31 licensed family child care homes in Washington State. Children aged 3 to 6 wore accelerometers while in child care over 5 days. Minutes per hour spent at 4 activity levels were calculated and averaged for all children in the home. Contextual factors such as provider practices, staff training, and home characteristics were assessed using standardized questions. Accelerometer data from 144 children were included, with 2 to 11 children monitored per home. The mean minutes of sedentary activity per hour (min/h) was 34.3 (SD = 4.6, range 27.7 to 46.6). For moderate-to-vigorous activity (MVPA) it was 8.8 min/h (SD = 2.6, range 3.6 to 14.1) and for vigorous physical (VPA) activity it was 3.1 min/h (SD = 1.4, range: 0.9 to 7.0). The low levels of MVPA and VPA in many homes reinforces the need for additional research to identify policy and practice recommendations that will be most effective in increasing physical activity in this setting.

RELACIJE KVALITETA RODITELJSKOG SAVEZA I FUNKCIONALNOG STATUSA DETETA: PROCENA OČEVA I MAJKI

Rad se bavi odnosom kvaliteta koroditeljske saradnje i funkcionalnog statusa deteta u porodicama dece predškolskog uzrasta koja su u periodu istraživanja prvi put pošla u vrtić. Polazak u vrtić predstavlja razvojnu krizu za porodicu koja može remetiti i menjati funkcionisanje porodičnih odnosa i funkcionalni status deteta. U radu je prikazana povezanost koroditeljske saradnje, opisane preko snage roditeljskog saveza i regulatorskog ponašanja majke, i procene funkcionalnog statusa deteta od strane očeva i majki. Rezultati su diskutovani u odnosu na dosadašnja istraživanja koja su se bavila značajem roditeljskih relacija za detetov razvoj i blagostanje. Dobijeni nalazi ukazali su na značaj rada na koroditeljskoj saradnji u smislu prevencije regulatorskog ponašanja majki što bi vodilo većoj senzitivnosti roditelja i kvalitetnijoj brizi o detetu.

Kesiapan Menikah Pada Wanita Berpendidikan S2 (Studi Kasus Pada Mahasiswi S2 Psikologi)

Readiness married a ready state, ready to accept responsibility as a husband or wife, ready to intercourse, ready set and ready family child care. Women receive greater pressure to get married than men after a certain age, usually around the age of 30 years. This research is a case study which aims to describe the dynamics of readiness to marry educated women S2. The sample in this study is three (3) subjects with backgrounds are studying Psychology and S2 are female. The results of the study showed no similarity in all three subjects in readiness to marry, namely: tolerance, willing intimate relationships, affection and willing to share with others. These three themes have in common a high intensity. Background owned by each of the three subjects with the pair making the subject has an emotional maturity level is different.

Exploring Cumulative Risk and Family Literacy Practices in Low-Income Latino Families

Research Findings: The home literacy environment and other early learning settings such as preschool play a role in children's language and literacy outcomes, yet research suggests that Latino, Spanish-speaking families are less likely than other families to participate in family literacy activities. This study explored the relations among cumulative family risk (i.e., defined by the presence of multiple risk factors, including single-parent household, poverty, welfare receipt, low maternal education, and maternal depression), enrollment in an early learning setting, and family literacy activities in a sample of 238 low-income families of 3-year-old children. The majority of families were of Latino descent (71.6%), but other ethnic groups made up the rest of the sample for comparison purposes. Children who attended family child care programs experienced the least cumulative risk compared to children attending public center-based programs or children not enrolled in any early learning setting. Children in families with the most cumulative risk engaged in the fewest literacy activities. Home language and maternal immigrant status, but not enrollment in an early learning setting, were significant predictors of family literacy activities. Practice or Policy: These research findings yield practical descriptive information indicating that most families in this high-risk sample participated in some family literacy practices, and they shed light on which families might particularly benefit from family literacy interventions.

Changes in young children's family structures and child care arrangements.

Family structure change can disrupt the settings of children's daily lives. Most scholarship focuses on disruption in the home environment. Moving beyond the home, this study explores the association between changes in family structure and changes in several dimensions of early child care. With longitudinal data from the NICHD Study of Early Child Care and Youth Development (n = 1,298), first-difference models reveal that family structure transitions are associated with changes in the type and quantity of early care as well as the number of care arrangements used, especially during the latter part of infancy. Given prior evidence linking these child care dimensions to behavioral and cognitive outcomes, these results suggest a policy-relevant mechanism by which family change may create inequalities among children.

가정어린이집 표준보육비 산정 연구

본 연구는 가정어린이집의 운영비 현황을 파악하고 표준보육비를 산정하는 것을 목적으로 수행되었다. 본 연구의 대상은 전국 소재 가정어린이집 442개소로 수집된 자료의 통계처리는 SPSS 18.0을 이용하여 기술적 통계를 실시하였다. 본 연구의 주요결과는 다음과 같다. 첫째, 조사대상 어린이집의 운영비 실태를 살펴본 결과, 단일반 교사 전체 월평균 급여는 1,196,138원이며 혼합반 교사 전체 월평균 급여는 1,204,428원이었다. 또한 원장의 경우 월평균 급여는 1,523,748원, 취사부 542,240원, 운전기사 661,111원 등이었다. 일반 운영비의 경우 기관운영비 95,580원, 직책급 139,474원, 회의비 26,578원, 여비 39,136원, 수용비 및 수수료로 349,217원, 공공요금 264,153원, 제세공과금 156,677원, 차량운영비 261,617원, 연료비 109,896원, 기타운영비 463,388원을 지출하였다. 또한 급식비 812,054원, 교재교구비 162,239원, 행사비 85,349원, 자산취득비 183,414원, 시설장비유지비 65,741원을 지출하였다. 둘째, 본 연구에서는 원장의 교사 겸직여부 및 취사부를 별도 채용여부, 식단재료의 유형 등을 고려하여 가정어린이집의 4가지 표준보육비를 산출하였다. This study aimed to analyze the operating expenses and to estimate the standard child-care service cost in family childcare centers. The subjects were 442 family childcare centers in Korea and the data were analyzed with descriptive statistics by using SPSS 18.0 programs. The main results were as follows. Firstly, as the result of operating expenses analyses of family childcare centers, monthly average staff wages were 5,120,000 won and average general operating costs per month were 5,114,170 won. Therefore, monthly average operating costs of family childcare centers were totally 10,234,170 won. Secondly, the four standard child care service costs were calculated on the basis of the directors holding an additional teacher's position concurrently, whether the additional cooking staff were employed or not, and the type of lunch/snack materials.

Family, child and location factors and parents’ reasons for multiple concurrent childcare arrangements in the years before school in Australia

Research suggests that multiple non-parental care arrangements may have adverse effects on young children, yet little is known about their prevalence, factors associated with their use, or parents’ reasons for making these care arrangements. This longitudinal study reports on 677 children and their families recruited from government-regulated child care centers and family child care services in urban and rural New South Wales, Australia. Multiple concurrent care arrangements were relatively common, with one third of children attending at least two child care arrangements per week. Multiple child care was found to be more likely for children who were older, with better health, or with employed mothers, and who were living in rural rather than urban areas. Results suggest that parents’ reasons for using multiple care arrangements were based largely based on preferences that were made in the best interests of the child and on convenience. The deliberate choice by parents to use multiple child care arrangements to benefit their child challenges the assumption in previous literature that mixed care is not the parents’ first choice.

Where Is Home?

Where Is Home?

Quality in Family Child Care Settings: The Relationship Between Provider Educational Experiences and Global Quality Scores in a Statewide Quality Rating and Improvement System

This study is a secondary analysis of a statewide sample of licensed family child care providers in the Tennessee Child Care Evaluation and Report Card Program (N = 1,145) that describes the general quality of family child care programs in the state and examines the relationships between provider education and global quality. Study findings suggest that state-sponsored, coordinated professional development linked to program quality standards is the strongest predictor of quality when compared to general educational level or higher education in early childhood. As many states are developing new professional development systems to improve child care quality, building infrastructures to support coordinated professional development is recommended to improve family child care quality.

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The aim of this study is to search the parents who have children aged between 3 to 6 years in Mersin’s Toros district, and to specify how their attitudes of child care- education. At the same time this study also searches the effects of parents’ socioeconomic level of child rearing. This study has been implemented on the 232 volunteer parents who have children aged between 3 and 6 years in Mersin’s Toros district. Applied family life and child care –education scale which has been developed with Oner and Torun (1989), consisted of questionnaires which will affect the attitudes of the parents in terms of child care- education and this includes demographic information which will introduce the parents. These surveys have been performed by the parents who have children in Toros district’s Playschools, kindergartens and day care center by one-to-one interviews. The data which is obtained from surveys by the help of the SPSS 16.0 packet program has been evaluated by using the rate per cents, arithmetic mean, standard deviation, t- test of analysis of variance and one way ANOVA. In consequence of this assessment has been seen the significant differences between participants’ ages and protectiveness dimension F (3,228) = 2,553; p<0,050], and has been seen the meaningful differences between levels of income and overprotective dimension [f (4,227) =3, 361; p<0,050] As a consequence has been seen the significance of the family’s socioeconomic level of child rearing. Child-rearing attitudes of families with low socio-economic level had significantly more protective attitude.