Family Child Care Programs Research Articles

Nudging Early Educators’ Knowledge, Beliefs, and Practices: An Embedded Randomized Controlled Trial of Text Message Supports

ABSTRACT Research Findings: Several barriers can impede the use and effectiveness of intensive professional development programs, such as courses and coaching, for educators across today’s mixed delivery early education system. The present study introduces and tests a light-touch text message-based approach to encourage educators’ use of two high-quality practices with children: (a) making transitions more efficient and (b) promoting children’s language through open-ended questioning. As part of a six-week intervention, 116 educators participating in a statewide study of early education were randomized to a treatment group receiving three text messages per week about the targeted practices or to a control group receiving no messages. At the end of the intervention, teachers in the treatment group, as compared to those in the control group, spoke more to children in their settings, although they listened less. No statistically significant impacts were observed on transition-related outcomes. Moderated impacts by provider type were observed, with educators in family child care programs experiencing the largest changes in language practices. Practice & Policy. Text message supports can influence educators’ practices with young children, though not always in expected ways or for all educators, suggesting that individualized light-touch approaches could respond to early educators’ unique strengths and needs.

Exploring the Relationship Between Quality Rating and Improvement System Supports and Global Quality in Family Child Care

A Quality Rating and Improvement System (QRIS) is one widespread method to provide a framework for quality improvement in early care and education. However, there is little research examining the relationship between QRIS supports and quality changes in family child care programs. This study aims to examine the associations between supports offered through Delaware’s QRIS and global quality changes in family child care programs. Delaware’s QRIS supports included financial incentives and on-site technical assistance. Data were extracted from the administrative database on 139 family child care programs participating in the QRIS. Repeated measures multivariate analysis of covariance was used to examine the effects of time and Delaware’s QRIS supports. Results showed significant relationships between QRIS supports and the improvement of global quality in family child care programs as measured by the Family Child Care Environment Rating Scale-Revised. Specifically, the amount of on-site technical assistance was significantly associated with changes in the Interaction and Program Structure subscale scores. Additionally, grants received through the QRIS were significantly associated with quality improvements in the home environment. Considering that the amount of technical assistance alone was effective in improving the global quality of family child care programs, professional development strategies that aim to articulate and enhance the technical assistance that is provided to programs would be useful. Further, various types of financial incentives are encouraged to assist family child care programs in improving the structural quality of their environments.

Boosting family child care success in Quality Rating and Improvement Systems

As states develop and revise Quality Rating and Improvement Systems (QRIS), more research attention is needed on the implementation of quality improvement strategies that effectively support family child care programs. The aims of the current study were to compare family child care providers who participated in a model of supplemental quality improvement supports (Stars Plus) with family child care providers who participated in QRIS but did not receive the supplemental services. Specifically, we examined the movement trajectories of family child care programs across all five rated levels over a two-year period as well as examined whether Stars Plus participation predicted the attainment of the highest quality levels in Delaware’s QRIS. Results gathered from the application of survival analysis to statewide QRIS administrative data suggested that Stars Plus family child care providers were 1.8 times more likely to move up a star level than family child care providers who participated in the QRIS but did not receive Stars Plus. Further, logistic regression analysis demonstrated that Stars Plus family child care providers were 5.2 times more likely to achieve Star Level 4 or 5 than family child care providers who participated in the QRIS without this intensive support. Findings suggested family child care providers may be more successful in state QRIS when quality improved supports are tailored to meet their needs.

A Descriptive Study of the Relationship Between Literacy Quality and Global Quality in Family Child Care Programs Engaged in Quality Rating and Improvement Systems

Family Child Care (FCC) is an important sector of the early care and education system, and is included in most state-wide Quality Rating and Improvement Systems (QRIS). The sparse data on the literacy opportunities available in FCC are concerning from a QRIS perspective. Currently, there are no data on the relationship between global, and literacy specific measures of quality, and how these correspond to QRIS ratings in FCC settings. To provide empirical, descriptive data on the language and literacy opportunities found in FCC programs participating in statewide QRIS, and to explore the relationship between measures of global quality, literacy quality and QRIS ratings. This is a descriptive, cross-sectional study based on 66 FCC programs participating in QRIS in two states. Observational data were collected via the FCC Environmental Rating Scale–Revised and the Child/Home Early Language and Literacy Observation and compared with state administrative data on QRIS Level. It was hypothesized that global quality, literacy quality and QRIS scores will be positively related. The global and domain-specific quality measures were positively correlated with each other, and both were positively correlated with QRIS rating. While the relationship between global quality and literacy quality and QRIS ratings was expected, the level of quality of the literacy environment was modest. While FCC programs were equipped with books, other literacy features, in particular writing opportunities were lacking. Discussion and guidance regarding global and domain specific measurement and the ways these shape QRIS supports for FCC are offered.

Measuring the Multifaceted Nature of Infant and Toddler Care Quality

ABSTRACTResearch Findings: The quality of group care infants and toddlers experience relates to their concurrent and later development. Recent quality improvement initiatives point to the need for ecologically valid measures that assess the multifaceted nature of child care quality. In this article, we present the psychometric properties of an infant and toddler quality assessment tool, the Program for Infant and Toddler Care Program Assessment Rating Scale (PITC PARS). Descriptive data on 222 center-based classrooms and family child care programs were used to examine concurrent validity, and a subsample of 101 center-based classrooms serving infants was used to examine the factor structure of this measure. Examination of the bivariate correlations with other commonly used measures of infant and toddler child care quality provided evidence of concurrent validity. Factor analysis suggested that the PITC PARS measures 3 distinct yet related dimensions of global child care quality. Practice or Policy: The results of this study suggest that the PITC PARS can continue to be used by practitioners for self-study. Furthermore, the PITC PARS may be an effective tool in the context of policy initiatives aimed at improving the quality of infant/toddler care programs.

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.

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.

Training and mentoring: Family child care providers’ use of linguistic inputs in conversations with children

The purpose of this study was to examine the effectiveness of two professional development models in increasing family child care providers’ frequency of linguistic inputs in conversations with young children. The first professional development model consisted of a 10-h in-service training focused on supporting early language development. The second included the same 10-h in-service training program and mentoring. Providers and children at 48 family child care programs participated in this study. The family child care programs were randomly assigned to one of the two professional development models (i.e., training or training with mentoring) or to a control group. Audio recordings of the language environment were collected prior to the in-service training, at the completion of the in-service training, and at the completion of the mentoring. Hierarchical linear modeling was used to examine the average increase in the frequency of providers’ use of linguistic inputs over three observations, conducted before training, immediately at the end of training, and 6 weeks after training. Results indicate that both forms of professional development increased linguistically stimulating inputs as compared to the control group. The professional development model including mentoring support was related to greater increases in providers’ use of informational talk and teaching utterances over in-service training without mentoring.

Predictions of Children's Experiences With Latina Family Child Care Providers

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.

Making links: a collaborative approach to planning and practice in early childhood programs

This book is about creating an environment, experiences, interactions, and relationships that allow children (birth to age 5) in center-based and family child care programs to have authentic experiences that will promote their development and learning. To address planning and practice the authors zero in on knowing and respecting the individual child, the group, and working in partnership with families. Rather than focusing on educational activities per se, the emphasis is on paying attention to the child's whole experience in the program. The authors examine what you need to know about children and their families, how to translate that information into plans and experiences, and how to include parents in the process. The authors wrote this book to be a collaborative encounter with readers.

Evidence-based practices and programs for early childhood care and education

Acknowledgments About the Editors About the Contributors Introduction Part I. Evidence-Based Practices 1. School Readiness: Definitions, Best Practices, Assessments, and Cost - Kelly E. Mehaffie and Jeffery Fraser The Importance of Early Learning Definitions of School Readiness The Intersection of Readiness Factors Research Informing School Readiness Factors Assessing Readiness Costs and Savings of Being Ready for School Conclusions and Recommendations References 2. Early Intervention Practices for Children With and At Risk for Delays - Louise Kaczmarek and Christina J. Groark Children At Risk for Delay Due to Poverty English Language Learners At Risk for Delay Children With Developmental Disabilities and Delays Conclusions and Recommendations References 3. Best Practices for Transitions Into Kindergarten - Kelly E. Mehaffie and Mary Wolfson Transitions in Context Best Practices for Transitions Conclusions and Recommendations References Part II. Evidence-Based Programs 4. Publicly Funded Programs and Their Benefits for Children - Wendy M. Barnard Federal Programs State Programs Trends in Publicly Funded Early Childhood Programs Conclusions and Recommendations References 5. Demonstration Programs and Successful Outcomes - Wendy M. Barnard and Christina J. Groark Randomized Experiments Quasi-Experimental Studies Characteristics of Successful Programs Conclusions and Recommendations References 6. Home-Based and Family Child Care: Characteristics and Quality Issues - Richard Fiene and Martha Woodward Isler Categories of Home-Based Facilities Current Quality of Home-Based Facilities Obstacles to Improving the Quality of Family Child Care Characteristics of Improved Home-Based and Family Child Care Programs Relative and Neighbor Care Conclusions and Recommendations Appendix 1: Overviews and Descriptions of the Early Childhood Environment Rating Scale (ECERS) and the Family Day Care Rating Scale (FDCRS) References 7. School-Age Services: Programs That Extend the Benefits of Early Care and Education Services - Suh-Ruu Ou and Arthur J. Reynolds Why Extend Early Childhood Programs? Existing Extended Early Childhood Programs Characteristics of Successful Programs Conclusions and Recommendations References 8. Out-of-School-Time Programs That Promote Academic and Behavioral Achievement for Children Ages 6 to 8 - Anne E. Farber Outcomes and Evaluations of Out-Of-School-Time Programs Academically Focused Programs Reading and Mathematics Programs Tutoring Programs Summer Programs Mental Health Focused Programs Characteristics of Successful Programs Quality Enhancement Tools and Initiatives Conclusions and Recommendations References Part III. The Future of the Field 9. Professional Development and Higher Education Systems to Develop Qualified Early Childhood Educators - Gwen Morgan and Jeffery Fraser The Current State of Professional Development Credentials Across Early Childhood Systems Content of Credentials for Early Education and Care Emerging Issues Changes at the College Level Professional Development Planning Groups The Role of Professional Associations Conclusions and Recommendations References Index

Comparison of accredited and non-accredited family child care programs on program quality, provider professionalism, and family support

Observations of program quality, using the Family Day Care Assessment Profile (Profile), and questionnaire information on job professionalism, spousal support and family functioning were obtained from 39 registered Georgia family child care providers, 12 of whom were accredited by the National Association of Family Child Care. As expected, accredited providers had significantly higher total Profile scores, scoring 90% or better across subscales, while the non-accredited providers’ subscale mean scores were lower and quite variable. Also as predicted, the accredited group scored higher on professionalism variables such as education, hours of training, future job commitment, and number of professional affiliations, but not on experience, current job commitment, or job satisfaction. Further, the two groups did not differ on a measure of spousal support or two measures of family functioning.