An Intensive Professional Development in Family Child Care: A Promising Approach

Autor/inn/en	Han, Myae; Buell, Martha; Hallam, Rena; Hooper, Alison
Titel	An Intensive Professional Development in Family Child Care: A Promising Approach
Quelle	In: International Journal of Early Years Education, 29 (2021) 2, S.167-183 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Han, Myae) ORCID (Buell, Martha) ORCID (Hooper, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2021.1914558
Schlagwörter	Child Care; Professional Development; Child Caregivers; Workshops; Technical Assistance; Communities of Practice; Meetings; Program Effectiveness; Family Environment; Environmental Influences; Child Development; Training; Inservice Education; Social Support Groups; Standards; Program Improvement; Educational Attainment; Racial Differences; Ethnicity; Language Usage; Literacy Education; Language Acquisition + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Caregiver; Caregivers; Carer; Child; Children; Lernwerkstatt; Schulung; Technische Hilfe; Community; Meeting; Tagung; Familienmilieu; Environmental influence; Umwelteinfluss; Kindesentwicklung; Ausbildung; Berufsbegleitende Ausbildung; Social support; Soziale Unterstützung; Standard; Bildungsabschluss; Bildungsgut; Rassenunterschied; Ethnizität; Sprachgebrauch; Sprachaneignung; Spracherwerb
Abstract	The quality of early care and education affects a wide range of children's experiences and developmental outcomes. Family Child Care (FCC) is no exception, and attention to increasing the quality of Family Child Care is needed. The purpose of the current study was to examine an experimental case of intensive Professional Development (PD) in FCC programmes focusing on domain-specific quality (language and literacy) and global quality. Forty-nine FCC providers in two states participated in the study. Thirty-eight FCC providers received intensive PD support, including five three-hour training workshops on early language and literacy, weekly onsite technical assistance, and monthly Community of Practice meetings. Eleven FCC providers served as a comparison group. The Child/Home Environmental Language and Literacy Observation (CHELLO) and Family Child Care Environmental Rating Scale (FCCERS-R) were used to measure the quality of FCC. Results showed significant improvement in the high-intensity PD group on both measures. The study presents a promising model of PD that may be an appropriate approach to embed within Quality Rating and Improvement Systems (QRIS) in early child care and education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01