Predictors of Home-Based Child Care Providers' Participation in Professional Development Workshops and Coaching

Autor/inn/en	Rusby, Julie C.; Jones, Laura B.; Crowley, Ryann; Smolkowski, Keith; Arthun, Chris
Titel	Predictors of Home-Based Child Care Providers' Participation in Professional Development Workshops and Coaching
Quelle	In: Child & Youth Care Forum, 42 (2013) 5, S.439-455 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-013-9209-y
Schlagwörter	Child Caregivers; Professional Development; Participation; Predictor Variables; Individual Characteristics; Work Environment; Training; Skill Development; Workshops; Caregiver Attitudes; Interpersonal Relationship; Stress Variables; Depression (Psychology); Intervention; Program Effectiveness; Preschool Children; Social Development; Statistical Analysis; Maintenance; Comparative Analysis; Multivariate Analysis; Regression (Statistics); Educational Attainment; Teacher Student Ratio; Oregon + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Teilnahme; Prädiktor; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Arbeitsmilieu; Ausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Lernwerkstatt; Schulung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Statistische Analyse; Multivariate Analyse; Regression; Regressionsanalyse; Bildungsabschluss; Bildungsgut; Lehrer-Schüler-Relation
Abstract	Background: Little is known about factors that influence home-based child care providers' participation in professional development. Factors that predict participation in activities that are designed to promote the utilization and maintenance of skills taught are of particular interest. Objective: Our aim was to examine factors in the home-based child care context that might influence participation in professional development, including demographic variables, working conditions, preintervention skills and training, perceptions of workshop usefulness, and interpersonal factors such as job-related stress and depressive symptoms. Methods: In this exploratory study, we examined predictors of participation among 67 home-based child care providers in Oregon, USA, who took part in the intervention group of a randomized efficacy study on a multiphase professional development program to promote preschoolers' positive social development. Results: Latent class analysis of participation resulted in three distinct groups: those who participated in the initial three workshops (WS), those who participated in workshops plus maintenance activities (consultation and a booster session, WS+), and those with little to no participation (NP). The NP group was too small to include in further analysis. A multivariate logistic regression model with child care provider education, number of preschool-age children enrolled in care, child-to-caregiver ratio, and self-reported stress included as predictors significantly improved classification in the WS+ group compared to the WS group. Conclusions: These findings offer a preliminary look at the unique factors influencing home-based child care providers' participation in extended professional development. Relevancy of content to child care providers' situations appears to be important. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10