Family Child Care Settings Research Articles

‘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.

Exploring early educator burnout and process quality in a statewide sample

Building on literature linking educators' psychosocial well-being to early education and care quality, this study analyzed early educators' (N = 648) reports of burnout across a range of group-based care types in one state and examined the relation of burnout to setting quality. Confirmatory factor analysis showed the burnout measure, a self-reported emotional exhaustion scale, had a one-factor structure and adequate internal consistency among educators working in a range of early education and care settings. Measured by the scale, educators on average reported infrequent feelings of burnout. There were small but statistically significant differences in burnout scores by setting type, with Head Start educators on average reporting modestly more frequent burnout symptoms than educators in community-based centers (β=0.29,b = 0.30, SE = 0.13, p = 0.014) or family childcare settings (β=0.57,b = 0.60, SE = 0.14, p < 0.001). Only one significant association was observed between educators' self-reported burnout scores and setting quality after accounting for educator and setting characteristics: a negative association with child involvement (β = − 0.09,b = −0.04, SE = 0.02, p = 0.03). These findings contribute to the field's understanding of burnout as a component of educator well-being and provide initial insight about targeting supports to improve educator well-being.

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.

Examining the tensions between cultural models of care in family childcare and quality rating improvement systems

Although family child care (FCC) programs have been increasingly targeted by quality improvement efforts such as Quality Improvement Rating Systems, research suggests that these efforts often fail to align QRIS supports with the unique needs and interests of this population. The aim of this study was to examine the aspirations, strengths, challenges, and professional development needs of FCC providers who identify as immigrants or refugees living in a low-income, multi-ethnic urban community in California in order to design a professional development program that meets the criteria of our county’s QRIS while at the same time honoring the community context. Results from focus groups indicate that providers described their work in terms that reflected cultural models of care that were often incongruent with definitions of quality embodied by our county’s QRIS. Data provides empirical support for the continued examination of cultural models of care as a way to define quality in FCC settings and findings are presented via a multi-level theoretical frame that draws attention to the macrosystemic contexts of racism, poverty, the immigrant and refugee experience, and the universal standards of quality embodied by QRIS.

Predictors for the quality of family child care: A meta-analysis

In early childhood, both prior to school entry and after the school day ends, many children are enrolled in family child care settings. In several countries, the quality of family child care (FCC) is rated with Environmental Rating Scales such as the FDCRS or FCCERS-R. This allows for a cross-cultural comparison of child care quality scores. This paper studies FCC quality with meta-analytic approaches to provide a counterpart to the investigation from Vermeer et al. (2016) with regard to family child care. The current study has two objectives. First, the meta-analysis provides an overview on the quality of family child care around the globe. Second, we systematically aggregated correlational findings on conditions that yield high-quality care. The systematic literature search in English and German-speaking electronic data bases (e.g., ERIC, PsycINFO, SocINDEX and FIS Bildung) revealed 213 papers published in the last 30 years. Of the 213 papers, 30 studies (with 52 independent samples) reported process quality scores measured with the FDCRS or FCCERS-R. Of them, 20 studies analyzed factors that predict quality of family child care. Overall, most studies were conducted in the United States and family child care quality was rated as medium across countries. Quality scores were not moderated by scale version or by country. Further, quality was predicted by caregiver background (e.g., education and formal training, ongoing professional development, sensitivity, and depression) and by program characteristics (e.g., membership in professional organization, supervision, and networking). The results from both meta-analyses identified relevant aspects for policy and practice to improve process quality in family child care.

Emergency Preparedness Plans and Perceptions Among a Sample of United States Childcare Providers.

Children are at increased risk for experiencing negative physical and mental health outcomes as a result of disasters. Millions of children spend their days in childcare centers or in residential family childcare settings. The purpose of this study was to describe childcare providers' perceived levels of preparedness capabilities and to assess differences in levels of perceived preparedness between different types of childcare providers. A national convenience sample of childcare center administrators and residential family childcare administrators completed a brief online survey about their preparedness efforts. Overall, there were few differences in preparedness between childcare centers and residential family childcare providers. However, childcare centers were more likely to report that they had written plans (94.47%) than residential family childcare providers (83.73%) were (χ12=15.62; P<.001). Both types of providers were more likely to report being very prepared/prepared for fires (91.31%) than they were for any other type of emergency (flooding, active shooter, etc.; 45.08% to 79.34%). Future work should assess how childcare providers respond to and recover from emergencies, as well as explore the types of resources childcare providers need in order to feel comfortable caring for children during such emergency situations. (Disaster Med Public Health Preparedness. 2019;13:704-708).

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.

Home-Based Child Care Provider Education and Specialized Training: Associations With Caregiving Quality and Toddler Social-Emotional and Cognitive Outcomes

ABSTRACTResearch Findings: Although there has been considerable research on the associations between the qualifications of teachers in center-based settings and preschool-age children’s developmental outcomes, very little is known about the relationships between home provider qualifications and the developmental outcomes of toddlers who attend licensed family child care settings or unregulated family, friend, and neighbor care settings. Analyzing a sample of toddlers and their providers drawn from the Early Childhood Longitudinal Study, Birth Cohort, we found positive relationships between home-based quality and higher education degree (defined as an associate’s degree or at least a bachelor’s degree), field of major, and coursework in early childhood education or a related field. However, provider qualifications were unrelated to children’s cognitive outcomes and related to a limited number of social-emotional outcomes. Practice or Policy: Our results suggest that as states consider the spectrum of supports needed for strengthening home-based child care in ways that facilitate responsive and developmentally supportive caregiving, strategies should include opportunities for home-based care providers to pursue higher education. A more nuanced analysis of the content and comprehensiveness of providers’ formal education is needed to better understand relationships between toddlers’ social and cognitive development and providers’ formal education.

A Collaborative Approach to Early Identification and Referral of Children Who are in Family Childcare Settings, Birth to Five, Born to Teenage Mothers

Children of teenage mothers are at high risk for developmental delays, intellectual and learning disabilities, behavior disorders and school related problems [1]. Early identification and referral into prevention or early intervention programs may ameliorate that risk. Children of teen mothers who are in family childcare may not have access to routine developmental and behavioral screenings that would lead to early identification and referral. Members of an early childhood advisory board collaborated to conduct a screening event using the ASQ-3® and the ASQ:SE® at a local children’s museum for 26 children of teen mothers who had no previous access to developmental screenings. Parents completed the questionnaires while playing with their children at the museum. Nine of the children scored well within the range of typical development and 17 scored at or beyond the cut-off scores on the ASQ-3 and/or the ASQ:SE. Each child who scored at or beyond the cut-off received referrals for evaluation, parent and child programming and/or family support services. When there were concerns, families also received care coordination while all families received activities and a child’s book. The implications for this study suggest that collaborative efforts are effective in providing access to developmental screenings and referral into subsequent services for at-risk young children who are in family childcare settings.

Young children's mathematics references during free play in family childcare settings

Very little is known about children's discussion of mathematics topics during unstructured play. Ginsburg, Lin, Ness, and Seo [2003. Young American and Chinese children's everyday mathematical activity. Mathematical Thinking and Learning, 5(4), 235–258. Retrieved from http://web.ebscohost.com/ehost/detail?sid=e2cc384a-0a86-471d-8c61-e61493d18ee6%40sessionmgr114&vid=1&hid=111&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=mth&AN=10800300] have examined children's mathematics conversations in centre-based childcare, but to our knowledge no one has looked at children's mathematics conversations in home-based family childcare. On the other hand, it is often through children's spontaneous play themes that we have an indication of what is on a child's mind. This study examined the mathematics talk of children during unstructured play in non-parental, family childcare environments. Audio tapes of 50 children (20 girls) ranging in age from 3 to 5 years were transcribed and coded for different types of mathematical references including (a) classification, (b) magnitude, (c) enumeration, (d) patterns and shapes, (e) spatial relations, and (f) part/whole (Ginsburg et al., 2003). Out of all words spoken, 13% of children's words in unstructured play were mathematics-related words. Spatial relations were most frequently referenced. The data indicated a trend for children older than 40 months to reference mathematics more than children younger than 40 months. Children with providers who had child development associate certificates or two-year degrees were more likely to use mathematics words than children whose providers had less education or more education. These findings were also non-significant, but suggest that providers with applied certificates or degrees might have more practice-based experience in structuring the environment for mathematics inquiry.

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.

Predictors of quality and child outcomes in family child care settings

Few studies have examined correlates of quality ratings in family child care arrangements. This study analyzes data from a multi-state sample of family child care providers actively seeking professional development for two purposes. First, we examine predictors of observed quality ratings focusing on characteristics of child care providers, the most proximal influences of quality in family child care. Second, we explore associations between three targets of professional development (providers’ attitudes, beliefs, and practices) and the pre-academic and social–emotional skills of preschool-aged children. Provider characteristics indicative of personal and professional resources and stress, as well as providers’ professional attitudes and beliefs, are predictive of observed quality measures. Observed quality and providers’ child-centered beliefs and perceptions of job demands are related to children's developmental outcomes. Implications for future research, policies, and practices are discussed.

Predictors of Global Quality in Family Child Care Homes: Structural and Belief Characteristics

Research Findings: With a substantial number of young children receiving care in family child care settings, an examination of the characteristics, both structural and attitudinal, that predict program quality is warranted. The current study examines gaps in the research by examining both structural characteristics and provider beliefs that influence observed global quality in family child care homes. Results of this study suggest that belief characteristics can predict the quality of family child care homes above and beyond structural characteristics alone. Practice or Policy: Providing support to help all providers understand appropriate developmental expectations for children and how to effectively guide children is critical for quality improvement efforts. In addition, providing support to decrease job stress and improve professional motivation is highlighted.

A small-scale randomized efficacy trial of Carescapes: Enhancing children’s social development in child care homes

The quality of the child care environment and caregiver practices can potentially have significant, lasting impact on children's social development. This study involves the development and a small-scale efficacy trial of the Carescapes program, a video-based training program that focuses on promoting positive social development in young children attending family child care. Fifty-seven caregivers who provided child care in their homes were randomly assigned to immediate intervention or waitlist control groups. Random coefficients analyses showed significant increased use of effective behavior management practices and decreased overall children's problem behavior for the intervention group. A mediation model demonstrated that increases in effective behavior management practices were associated with decreases in problem behavior. A medium intervention effect was found for caregiver's monitoring and a small effect for use of positive attention. These effects declined 5 months following the intervention. Implications for future efficacy and effectiveness studies in family child care settings that involve strategies to facilitate maintenance are discussed.

Toddlers’ and preschoolers’ experience in family day care: Age differences and behavioral correlates

One hundred and twelve children, 56 toddlers and 56 preschoolers, were observed in their family child care settings to determine whether toddlers cared for in settings that also included preschoolers were, relative to the preschoolers, receiving more or less high-quality care and/or whether their functioning at child care appeared to be more or less dependent on aspects of the care providers' interactions with the children. Quality of care was analyzed along two dimensions: Sensitive/Supportive Care and Structured Care. Four indices of child functioning at child care were examined: integration in social activities, attention, positive mood, and angry/aggressive behavior. Results indicate that toddlers received less sensitive, supportive care than preschoolers in these mixed-age settings and toddlers were less socially integrated and less engaged in activities in the child care setting. Preschoolers displayed increased levels of angry/aggressive behavior relative to toddlers. In addition, associations of care provider behaviors and child functioning were larger for toddlers than preschoolers, suggesting that toddlers were more dependent on caregiver support for more successful functioning in these family child care settings. For both toddlers and preschoolers, care provider behavior and child functioning was generally poorer in settings with more children.

Promoting Positive Social Development in Family Childcare Settings

The quality of experiences in childcare has significant, lasting impact on children&s social development. With the growing number of young children being served in family childcare settings, it is imperative that the care provides a quality environment that nurtures children&s social development. Empirically supported interventions that specifically target family childcare, however, are lacking. The development and evaluation of a video-based program aimed at training family childcare providers in setting up their childcare environment to promote social development in young children is described. Forty-two family childcare providers were randomly assigned to an intervention group and a wait-list control group. A majority of the participants felt they learned some to very much new, practical information and said they found the interactive discussions particularly helpful. This study illustrates the feasibility of doing training and evaluation research in family childcare settings.

Self-reported depression in nonfamilial caregivers: prevalence and associations with caregiver behavior in child-care settings

The current study describes the prevalence of self-reported depressive symptoms in a sample of 1217 nonfamilial caregivers and examines the relation between depression and the quality of interactions between caregivers and young children. One hundred and fourteen of these caregivers (9.4%) reported clinically significant levels of depressive symptoms. Analyses provided evidence of small, but consistent and unique associations between caregivers’ self-reported depression and the quality of their interactions with children. Caregivers reporting more depression were less sensitive and more withdrawn than caregivers reporting fewer depressive symptoms. Depression was more closely associated with negative behavior for caregivers working in family child-care settings, as well as among caregivers with less education and among those that spend more time without other adults present. The current study provides preliminary evidence that expanding knowledge of caregivers’ characteristics may be an important component of understanding the nonfamilial caregiving environment.

Training Needs and Challenges of Family Child Care Providers

The quality of experiences in child care has significant, lasting impact on children's development. With the growing number of young children attending child care homes, it is imperative to provide a safe environment which nurtures their development. In efforts to offer family child care providers with useful education and resources, this descriptive study summarizes the results of a survey of 178 family child care providers on their training needs. Focus group feedback from family child care providers attending training workshops on safety, environmental arrangements, and proactive behavior management is also described. The caregivers reported that training in behavior management has the highest priority. Participants described a need for low-cost training in the evening or on weekends that is relevant to family child care settings with one caregiver serving children of varying ages.

Examination of state regulations regarding infants and sleep in licensed child care centers and family child care settings.

Twenty percent of sudden infant death syndrome (SIDS) occurs in child care settings. Although the incidence of SIDS in the United States has decreased with increased awareness of the risks of prone infant sleeping, smoke exposure, soft bedding, and unsafe sleep environments, avoidance of these risk factors is not universally practiced in child care settings. Advocacy through state child care regulatory agencies and legislative bodies may be effective in more widespread awareness and avoidance of risk factors. To determine what individual state regulations for licensed child care centers and family child care settings exist regarding: 1) sleep positions for infants under 6 months old, 2) crib safety, 3) bedding safety, and 4) smoking in the facilities. A descriptive survey of regulations for licensed child care centers and family child care settings in the 50 states and the District of Columbia. Fifteen states use regulations adopted before publication of the first policy statement of the American Academy of Pediatrics on infant sleep position and SIDS in 1992. Six states require child care centers to place infants nonprone. Sixty-three percent of states require cribs in child care centers to meet at least 1 safety standard, and 45.1% require this in family child care homes. Six states have provisions limiting the use of soft bedding in child care centers, and 4 have such bans for family child care homes. Seventy-one percent of states prohibit smoking in child care centers during hours of operation; 17% of states have similar requirements for family child care homes. Many states use child care regulations that were written before the initial policy statements of the American Academy of Pediatrics regarding safe sleep environments for infants. Even those more recently adopted regulations do not adequately address sleep safety for infants. Pediatricians need to become more proactive in promoting safety regulations in child care. Adoption of new regulations can aid in education of child care providers and, thus, improve the safety for infants in child care.