Gateway to Quality: Online Professional Development for Family Childcare Providers

Autor/inn/en	Durden, Tonia; Mincemoyer, Claudia; Crandall, Leslie; Alviz, Kit; Garcia, Aileen
Titel	Gateway to Quality: Online Professional Development for Family Childcare Providers
Quelle	In: Early Child Development and Care, 186 (2016) 7, S.1079-1095 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1076400
Schlagwörter	Professional Development; Child Care Occupations; Child Caregivers; Online Courses; Educational Quality; Participant Characteristics; Family Characteristics; Family Environment; Educational Attainment; Early Childhood Education; Demography; Qualitative Research; Profiles; Certification; Time Factors (Learning); Learning Modules; National Surveys; Alaska; Colorado; Delaware; Indiana; Iowa; Pennsylvania; Vermont; Washington + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Online course; Online-Kurs; Quality of education; Bildungsqualität; Familienmilieu; Bildungsabschluss; Bildungsgut; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Demografie; Qualitative Forschung; Charakterisierung; Profilanalyse; Abschlusszeugnis; Zertifizierung; Learning module; Lernmodul
Abstract	High-quality family childcare (FCC) can positively influence all areas of a child's growth and development. Thus, it is important to invest in efforts to increase quality, including providing professional development to enhance the skills of those caring for children in their homes. This study explores the characteristics of FCC providers who engage in an online professional development program. Findings show that a majority of these providers are female, had at least a high school diploma, and are licensed or registered. Content areas most frequently selected for professional development include ways to support children's social, emotional, physical, and intellectual development. The frequency of access and range of coursework completed implies that online learning is accessible for the FCC workforce audience and has the capacity to meet state requirements for professional development. Future directions to extend this research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01