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This study examined the process of communication within the professional-family relationship by identifying and describing the types and patterns of talk during interactions between 15 families of young children with developmental delays and their respective early interventionists. Videotaped interactions of routine home visits were coded using a computerized coding system designed to record and analyze professional-family talk related to direct and indirect communication approaches. The tapes yielded 13,145 verbal behaviors and 2,155 sequential patterns. Correlational and sequential analyses revealed that when professionals used more indirect verbal behavior there was more active verbal involvement by family members. In addition, specific professional behaviors tended to be followed by particular sequences of interaction. Implications for practice and future research are discussed.

This study explores the results of partnering with an Early Head Start program for four family child care providers. Providers reported on their perceptions of caregiving, the types of support they found useful from the program, and ways the Early Head Start program could better serve the community. Results indicate that providers feel that they benefited from their partnership with the Early Head Start program in both emotional and instrumental ways, that through the partnership they were able to enhance both the quality of their program and increase their sense of support and professionalism. These results are discussed in terms of supporting infant and toddler development by supporting providers. Policy recommendations are also given.RESUMEN: Este estudio explora los resultados de una asociación entre un programa "Early Head Start" con cuatro agencias que prestan cuidados infantiles a familias. Las agencias reportaron sus percepciones de cómo prestar el servicio de cuidado infantil, los tipos de apoyo del programa que les eran útiles, así como vías para que el programa "Early Head Start" pudiera servirle mejor a la comunidad. Los resultados indicaron que las agencias sentían que se habían beneficiado de la asociación con el programa "Early Head Start" tanto de manera emocional como instrumental; que por medio de la asociación ellas fueron capaces tanto de intensificar la calidad de sus programas como de aumentar su sentido de apoyo y profesionalismo. Estos resultados se discuten en términos de la necesidad de apoyar el desarrollo de los infantes a través del apoyo a agencias que prestan cuidado infantil. Se dan también algunas recomendaciones para políticas de prácticas.RÉ SUMÉ : Cette étude explore les résultats du partenariat de quatre crèches familiales avec un programme de Early Head Start, les programmes Early Head Start étant des programmes de prévention et d'aide gouvernementale à la petite enfance défavorisée aux Etats-Unis d'Amérique. Les crèches ont fait état de leurs perceptions des modes de soin, des sortes de soutien qu'elles trouvaient utiles dans le programme et des manières dont le programme Early Head Start d'aide à la petite enfance défavorisée pourrait mieux servir la communauté. Les résultats indiquent que les crèches pensent que le partenariat avec le programme d'Early Head Start leur a profité à la fois de manière émotionnelle et instrumentale. Elles pensent éga-lement qu'avec le partenariat elles ont pu à la fois améliorer la qualité de leur programme et augmenter leur sens du soutien et leur sens de professionalisme. Ces résultats sont discutés sur le plan du soutien du développement du nourrisson et du petit enfant à travers le soutien aux crèches. Des recommendations sont aussi données.Direct correspondence to: Martha J. Buell, 316 Alison Hall, Individual and Family Studies, University of Delaware, Newark, DE 19713; phone: 302-831-6032; fax: 302-832-8776.

This study examines the experience and attitudes of 189 family childcare providers regarding their willingness to care for children with disabilities. Providers who had experience caring for children with disabilities were more likely to report a willingness to care for them in the future. Differences in reported services and supports needed to care for children with disabilities, as well as explanations for unwillingness to care for children with disabilities, were examined for those with and without experience in caring for children with disabilities. Family childcare providers who were not willing to care for children with disabilities indicated three primary barriers: a lack of knowledge about disabilities, the limitation that caring for a child with a disability would impose on caring for other children, and the need to purchase special equipment. Finally, general attitudes concerning inclusion were compared for providers who had and had not had experience in caring for children with disabilities.

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