Family Child Care Providers Research Articles

“I help them see their potential”: The role of Cultural Navigators in Supporting the Professional Development of Immigrant and Refugee Family Childcare Providers

“I help them see their potential”: The role of Cultural Navigators in Supporting the Professional Development of Immigrant and Refugee Family Childcare Providers

‘I Can Kind of Flow How I Want to Flow’: Motivations and Perceived Contrasts of Providing Care in Home-Based Settings

AbstractThe number of family child care (FCC) providers in the United States, or providers who are licensed, certified, or registered to provide care in their home, fell by nearly half between 2005 and 2017 (NCEQA, 2020a). This has implications for families who prefer FCC settings. Understanding providers’ motivations for starting their program may provide policymakers with information on how to better support providers drawn to this setting. Through interviews with 30 Black/bi-racial FCC providers, we found providers started their programs to support family/neighbors, to provide an alternative perceived to be safer than center-based programs, and to be in charge. In terms of differences, providers felt they had more control and that they could provide more individualized attention in home-based settings as compared to center-based settings. This research advances the study of why providers work in home-based programs, and how they perceive this work as different from center-based care, with implications for supporting the FCC workforce.

Expanding access to high-quality early care and education for families with low income in Maryland through child care subsidy policies

Documenting how federal and state child care policies increase equitable access to high-quality early care and education (ECE) for families with low- and moderate-incomes remains a challenge in part due to overlaps in policy enactment. This study used an interrupted time series analysis (ITSA) to describe changes to providers’ participation in Maryland's child care subsidy program following implementation of a constellation of child care policies enacted between January 5, 2015, and March 2, 2020 (i.e., prior to the COVID-19 pandemic). Findings indicate a marked increase in the percentage of licensed family child care (FCC) and center-based providers serving children with a subsidy following increases in household income eligibility levels and provider reimbursement rates in 2018. Provider participation rates varied by neighborhood income level, with participation expanding more in neighborhoods with lower poverty density relative to their starting level in 2015. Changes in child participation rates by income eligibility mirrored changes in state subsidy policy: children residing in income-eligible households above 200 % federal poverty level represented 4.4 % of the child sample in 2018, 13 % in 2019, and 18 % in 2020. The proportion of children with a subsidy who used higher-rated ECE increased significantly between January 2018 and January 2020 for all racial/ethnic groups, income eligibility levels, and urbanicity categories. The majority (62 %) of children who stayed in the subsidy program between 2018 and 2019 stayed with their same provider, many of which obtained their first rating or increased their quality rating during this time frame in accordance with a new requirement for providers to participate in the state's quality rating system to receive a subsidy reimbursement. Implications for future research, policy, and practice are discussed.

Family Child Care Providers’ Experiences of Implementing the COVID-19 Guidelines: Implications for Future Emergencies

Family Child Care Providers’ Experiences of Implementing the COVID-19 Guidelines: Implications for Future Emergencies

P12-012-23 CACFP Participating Family Child Care Providers and COVID-19: Implications for Child Nutrition

P12-012-23 CACFP Participating Family Child Care Providers and COVID-19: Implications for Child Nutrition

Financial Challenges of Family Child Care Providers During the COVID-19 Pandemic: A Phenomenological Study.

The impact of COVID-19, both in quality and quantity, on the field of early childhood education, ECE is immeasurable. However, as research shows, its impact on family child care (FCC), has been worse than other sectors of ECE. FCC providers worldwide have always perceived their work as a service to families and children, yet FCC homes have not received much attention and recognition from researchers and policymakers compared to center-based ECE programs. This phenomenological inquiry with 20 FCC providers in a large urban county in California highlights the financial challenges that FCC providers faced during the early part of the pandemic before they received financial support from the state in the spring of 2021. The cost of running the program was quite high because of reduced enrollment and the regular purchase of sanitary materials. To keep their programs afloat, some participants had to lay off their staff, others kept them without salary, others had to exhaust their savings, and most incurred credit card debt. Most of them also experienced psychosocial stress. Their financial hardships during the pandemic would have been far worse without the emergency funding received from the state. However, as experts warn, the field of ECE needs a permanent solution and the situation could be even worse after the emergency funds run out in 2024. The nation has witnessed the dedicated service of FCC providers during the pandemic, especially to families of essential workers. Much work is needed at empirical and policy levels to support and celebrate the service of FCC providers.

Impacts of the beginning education: early childcare at home (BEECH) program for family child care providers and young children

This study evaluated the effectiveness of the Beginning Education: Early Childcare at Home (BEECH) intervention for family childcare providers and young children (infants, toddlers, and preschoolers). BEECH emphasizes the use of responsive caregiving practices that can be embedded in daily routines and interactions. Family child care providers (n = 154) were randomized to one of 3 conditions: BEECH (n = 54), BEECH+ (n = 45), or control (n = 55). Providers assigned to the BEECH and BEECH+ conditions received access to an online course and they attended in-person trainings; BEECH+ providers received additional coaching support. Approximately 5 children per family child care provider were included in the study, resulting in a total of 643 children (157 infants, 258 toddlers, and 228 preschoolers). Results showed that family child care providers who participated in the BEECH intervention (regardless of condition) showed significant improvements on the Teacher Behaviors Rating Scale's total score, classroom sensitivity, and oral language use domains relative to the control group. BEECH and BEECH+ groups demonstrated similar improvements in provider-level outcomes, suggesting few to no differences between the two instantiations. Finally, there were limited significant differences in child outcomes between the intervention and control groups.

Feeding and Activity Environments for Infants and Toddlers in Childcare Centers and Family Childcare Homes in Southeastern New England.

Few studies have documented the food and physical activity (PA) environments of childcare settings caring for children <24 months of age, although they may be key contributors to developing child PA and diet patterns. We used an adapted Environment and Policy Assessment and Observation tool to assess the food and activity environments for infants and toddlers in childcare centers (n = 21) and family childcare homes (FCCH) (n = 20) and explored differences by childcare type. Many similarities were found between childcare site types; however, centers used more recommended feeding practices than FCCH (e.g., 100% of center providers talked with toddlers about feelings of hunger or fullness compared to 18% of family childcare providers (FCCP), p < 0.01). Differences in non-recommended feeding practices (e.g., spoon feeding, bottle propping and encouraging unhealthy foods) were mixed between childcare types. Toddlers in centers spent more time playing at higher PA levels than those in FCCH (61 vs. 13 min, p < 0.001). Screen time was observed in FCCH, but not in centers. Differences between childcare types may indicate differential influences on infant and toddler feeding and PA behaviors, which could predict disparate obesity risk. Future research should further observe these behaviors in a larger sample of centers and FCCH to inform childcare interventions and policies.

COVID-19 Vaccination Status and Attitudes of Family Child Care Providers in Delaware, September 2021

Child care providers, including family child care (FCC) providers, are viewed as trusted sources of information for the parents and families they serve, and their vaccine behavior has been shown to be associated with parent beliefs and behaviors. This study sought to describe the COVID-19 vaccine behaviors and attitudes among FCC providers in Delaware. An online survey was distributed to all licensed FCC providers (N = 541) in September 2021. Survey items were drawn from validated instruments and assessed vaccination status, attitudes, and confidence in their ability to discuss COVID-19 vaccines with families. In total, 168 responses were recorded (31% response rate); 69.8% of respondents were fully vaccinated against COVID-19. The majority indicated that they would require (11.4%) or recommend (42.1%) the vaccine for children in their care, once approved by the FDA. Providers reported high levels of confidence in their ability to discuss both the benefits and risks of COVID-19 vaccines. FCC providers should be considered key messengers for the families they serve and may be helpful liaisons with state and local vaccination efforts. Input from FCC providers could be used to develop vaccine messaging and materials that are clear, consistent, and culturally responsive to the families of the children in their care.

Family child care providers’ perceptions of competence, autonomy, and relatedness: implications for well-being and professional growth

ABSTRACT Because a preponderance of research on family child care has centered on children’s experiences, little is known about the effects of caring for these children on the providers themselves. Available research further lessens when intersecting identities and vulnerabilities of family child care providers are considered, as many of them are women, people of color, and/or of immigrant origin. Based on the views of 17 providers from diverse backgrounds, the present qualitative case study explored family child care providers’ experiences of competence, autonomy, and relatedness as key elements of their work. Analyses confirmed the importance of these well-being dimensions, especially as they relate to providers from diverse cultures. We offer recommendations for practices aimed at strengthening both family child care provider and community capacity to provide high quality child care for young children.

‘Our work is to be there’: understanding Latinx immigrant family, friend, and neighbour childcare providers’ motivations, needs, and experiences

ABSTRACT Family, Friend, and Neighbour care is one of the oldest and most widespread forms of childcare used by families, yet there is far less research on this type of childcare compared to others. This study focused on Latinx immigrant FFN providers to learn about their motivations, needs, and facilitators and barriers to accessing services. Qualitative data come from a subsample of a larger study and include 5 focus groups with 41 Latinx immigrant FFN providers; these data were analysed using reflexive thematic analysis [Braun & Clarke, 2020. One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 1–25]. The themes, ‘They Need Us’; ‘We’re Not Babysitters, We’re Providers’; and ‘To Face the Job at 100%’ along with their subthemes capture Latinx immigrant FFN providers’ strong commitment and sense of duty to the families that they serve. Research and practice implications are discussed.

Physical Activity and Screen Time Practices of Family Child Care Providers: Do They Meet Best Practice Guidelines?

Background: Child care settings significantly influence children's physical activity (PA) and screen time (ST) behaviors, yet less research has been conducted in family child care homes (FCCHs) than in child care centers. While a few studies have measured family child care providers' (FCCPs') PA practices, none have used observation to assess which specific evidence-based, best practice guidelines FCCPs met or did not meet, and no previous studies have included Latinx providers. This article examines FCCPs' adherence to PA and ST best practice guidelines using primarily observational methods with diverse FCCPs (including Latinx). Methods: We examined baseline data from a cluster randomized trial including surveys and observational data collected at the FCCH to assess whether providers met specific PA and ST best practices from the Nutrition and Physical Activity Self-Assessment for Child Care (NAP SACC) and the American Academy of Pediatrics. Results: Providers completed a telephone survey and participated in two full-day observations (n = 127; 72% Hispanic). Overall, only 4 of 14 PA and ST best practices were met by >50% of providers including: leading a planned PA class more than once a week; no ST during meal or snack; not modeling sedentary behavior; and providing families with information about children's ST. Best practices least likely to be met (<20% of providers) include: providing children with >60 minutes of outdoor play daily; providing children with >45 minutes of adult-led PA each day; participating in outdoor PA with children; participating in indoor PA with children; prompting and praising children for being active; and talking with children informally about the importance of PA. Conclusions: While FCCPs engage in some positive PA and ST practices, many providers do not meet best practice guidelines. There is a need for more research about how to overcome providers' personal and environmental barriers for meeting these guidelines as well as interventions and supports to overcome these barriers. Clinical Trial Registration Number NCT0245645.

Creating healthy food environments in family childcare settings

Abstract Background Considering nearly two-thirds of preschool children in the United States are in some form of child care, child care settings are an opportunity to improve the food environments and reduce the risk of obesity in young children. University of Minnesota Extension developed a culinary nutrition education training for family child care providers. This is relevant for other countries whose child care system includes caring for children in home or center settings that prepare food for children. Objectives Start Strong: Cooking, Feeding and More (SS), consists of four two-hour culinary nutrition education sessions for family providers. The overall goals of SS are to 1) increase providers' knowledge and skills to procure and prepare healthy foods for children and 2) increase providers' knowledge and understanding of Federal food assistance programs to share the information with food-insecure families. Each session includes a cooking skill, nutrition topic, and food assistance program. Results Twelve rural participants who self-identified as female, non-Hispanic White participated in the SS sessions and completed pre, post, and three-month follow-up surveys, to assess the impact of the program on providers' knowledge, confidence, and practice. Based on the paired samples t-tests between pre-to-post and pre-to-follow-up surveys, there were statistically significant increases in providers' confidence in preparing whole grains, using beans and low-cost protein sources, and cooking techniques to reduce. The increase in confidence using cooking techniques to reduce salt was still statistically significant three months after the training. The providers' awareness of Federal food programs between pre-post increased and three months later increased. Conclusions SS increased family child care providers' skills and confidence to prepare healthy foods for children in their care. This increases the likelihood children will make healthy choices now and in the future. Key messages Start Strong is a culinary nutrition education training for family child care providers. Start Strong improves providers’ knowledge and skills to prepare healthy foods for children in their care.

Family Child Care Providers’ Nutrition Practices and Policies: Happy Healthy Homes

ObjectiveDetermine the impact of family child care home providers’ nutrition knowledge, confidence, and perceived barriers on program nutrition best practices and written nutrition policies. MethodsCross-sectional analysis of self-reported surveys of 49 female providers in Oklahoma City analyzed with Spearman correlation, multivariate linear and logistic regression (α < 0.05). ResultsConfidence and barriers were significantly correlated (rs(47) = −0.4, P = 0.004). Independent variables explained 36% of practices (r2 = 0.357). Nutrition knowledge (standard β = 0.442, P = 0.001) and confidence (standard β = 0.358, P = 0.008) were significantly associated with practices; barriers were not. No significant association between independent variables and written policies resulted. Conclusions and ImplicationsProvider nutrition knowledge and confidence appear to be suitable targets to improve nutrition practices. Further research can evaluate possible influences on the presence and quality of family child care home written nutrition policies and specific nutrition policy topics associated with healthier nutrition practices.

Ethnic Differences in Family Childcare Providers' Nutrition- and Activity-Related Attitudes and Barriers.

Objective The aim of the study is to examine family childcare providers' (FCCPs) attitudes and perceived barriers related to nutrition, physical activity (PA), and screen time (ST) behaviors of preschool children, exploring differences by provider ethnicity. Design Baseline survey data from a cluster-randomized trial. Participants. Around 168 FCCPs completed a telephone survey, and 126 completed both telephone and in-person surveys. Main Outcome Measures. Phone and in-person surveys include 44 questions to assess FCCPs attitudes and perceived barriers regarding nutrition, PA, and ST in the family childcare home. Analysis. Associations by ethnicity (Latinx vs. non-Latinx) were assessed by ANOVA, adjusting for provider education and Bonferroni correction. Results Some FCCP attitudes were consistent with national obesity prevention guidelines; for example, most FCCPs agreed that they have an important role in shaping children's eating and PA habits. However, many FCCPs agreed with allowing children to watch educational TV and did not agree that children should serve themselves at meals. Adjusting for education, there were statistically significant differences in attitude and perceived barrier scores by provider ethnicity. For example, Latinx FCCPs were more likely to agree that they should eat the same foods as children(p < .001) but less likely to agree that serving the food at meal and snack time is the adult's responsibility (p < .001). Latinx FCCPs were more like to perceive barriers related to children's safety playing outside (p < .001). Conclusions and Implications. While FCCPs hold some nutrition-, PA-, and ST-related attitudes consistent with national guidelines, training opportunities are needed for FCCPs to improve knowledge and skills and overcome perceived barriers related to nutrition and PA. Latinx FCCPs, in particular, may need culturally tailored training and support to overcome misperceptions and barriers.

Examining associations among provider-family relationships, provider coping strategies, and family child care providers’ relationships with children

ABSTRACT Family child care (FCC) providers are key suppliers of care and education to young children, yet they often experience stressors that can influence their ability to provide developmentally appropriate care. This research sought to understand the direct and indirect associations among FCC providers’ relationships with families they serve, relationships with children in care (measured via closeness and conflict), and individual well-being (measured via coping skills). In this study, 888 FCC providers completed questionnaires. After controlling for demographic, job-related, and personal factors, path analysis revealed FCC providers reported higher closeness and lower conflict with the children in their care when they perceived more positive relationships with children’s families. In addition, more positive relationships with children’s families were associated with stronger FCC provider coping skills, which in turn, were associated with lower conflict and higher closeness within provider-child relationships. Suggestions are offered for future research and support of the well-being of FCC providers.

The Problem Behind the Problem: Applying Human-Centered Design to Child Care in Flint.

In response to the water crisis in Flint, Michigan, USA, early childhood education was one of the targets of intervention and prevention for children who were exposed to lead poisoning, because high-quality child care could potentially help improve their developmental trajectories. The Provider Empowerment Program used human-centered design (HCD) to uncover unmet and overlooked needs among child care providers. We discuss the theoretical framework that guided the project and led to a focus on family, friend, and neighbor (FFN) child care providers. We also present three examples of solutions that were uniquely shaped to meet the needs of FFN child care providers in Flint. Each solution was developed by a process that included taking the perspective of the people who faced the problem, spending time to understand the context of the problem, and uncovering the underlying problem which was not apparent at first. Recommendations for use of HCD in community-based problem-solving are discussed.

Start Strong: A Culinary Nutrition Education Training for Family Child Care Providers

The Center for Disease Control and Prevention developed the Spectrum of Opportunities Framework to help communities target obesity prevention in early care and education (ECE) settings.1 Professional development is one of the opportunities identified in the framework. Training family child care providers (providers) on how to prepare healthy foods for children in their care is 1 way to improve the food environment in child care settings. University of Minnesota Extension (Extension) recognized the majority of culinary nutrition education training and curricula for ECE settings were designed for child care centers.

Essentials for excellence in quality early child care

ABSTRACT Often, because of low wages for center and family childcare providers, low-income family financial constraints, and sometimes lack of societal awareness and appreciation for the crucial nature of early childhood relationships for later life flourishing, many agencies and decision-makers do not set specific standards for qualifications for training needed for high quality provision of childcare. Clarification of these requirements is the first step in implementing increased training and also providing supports for such learning by care providers, who may not be able to afford advanced education costs. Below are discussed, and illustrated with real-life examples, ten specific suggestions for empowering childcare providers, directors, and also parents, with the knowledge and the breadth of knowledge and understandings required in order to provide excellence in caring for young children.

Committed to Caring: Cluster-Analysis of Appraisals and Feelings of Family Childcare Work.

BackgroundThere is a concern regarding the decreasing number of family childcare (FCC) providers, due to the population that primarily relies on it. Compared to studies of center- and school-based preschool practitioners, the FCC literature is lacking robust workforce studies, including examinations of whether and how FCC providers’ workplace appraisals of and feelings while at work are associated with indicators of interaction quality (relationships with families, relationships with children, and responsiveness to children's negative emotions) and the quality of their interactions with children and families.ObjectiveThe present study examines how groups of FCC providers, categorized based on differences in appraisals of and feelings experienced at work, differ in the quality of interactions with children and families. The study seeks to extend the FCC literature by also describing socio-ecological factors, such as provider and program characteristics, of these different groups of providers.MethodSurvey data was collected through a national study of FCC providers (N = 888). A person-centered analysis using hierarchical clustering was used to classify providers into groups based on their workplace appraisals and feelings experienced at work.ResultsA person-centered cluster analysis identified four groups. Indicators of interaction quality varied between groups. Group membership was associated with FCC providers' professional commitment, job satisfaction, and emotional exhaustion.ConclusionsFindings from the current study support calls to increase investment in the support of the FCC workforce by addressing FCC providers’ needs through recognition of differences in workplace appraisals and provider feelings at work. In particular, reducing FCC providers’ emotional exhaustion may be an effective way to increase the quality of their interactions with children and families.