A qualitative study of caregivers' attitudes about child care

Innes, Robert B.; Innes, Sharon M.

doi:10.1080/0300443840150203

Cited by 7 publications

(7 citation statements)

References 4 publications

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“…In general, our findings confirmed those of comparable studies (e.g., Bailey & Osborne, 1994;Eheart & Leavitt, 1986;Innes & Innes, 1984). Providers identified important areas for training that correspond with earlier research and with current knowledge of the competencies required for quality caregiving.…”

Section: Discussionsupporting

confidence: 90%

“…When asked to describe the experiences which helped prepare them for their work, home providers answered raising my own children (Bailey & Osborne, 1994), babysitting, coming from a large family, and taking a high school family living course (Eheart &Leavitt, 1986). However, unlike Innes andInnes (1984), a recent study of 16 individuals who made the transition from center teacher to center director believed that parenting and other life experiences were better preparation than formal education for the kind of leadership required for effectively working with young children and their families (Larkin, 1999). Because regulations for caregiver preparation and education vary by state (The Children's Foundation, 1998a;1998b), these differences and occasional inconsistencies in provider perspectives are not surprising.…”

Section: Providers' Perspectives On Training and Educationmentioning

confidence: 94%

“…Eheart and Leavitt (1986), who reported a stronger desire for training among center providers than home providers, found that previous training was a significant predictor of providers' desire for more training (86% of center providers had past training compared to 35% of home PERSPECTIVES ON EDUCATION AND TRAINING 41 providers). Likewise, home providers, who had litde if any training, believed that experience was the best teacher and center providers, who had significantly more preservice preparation and training, reported that formal training was crucial for developing quality caregiving skills (Innes & Innes, 1984). In line with these patterns, home providers who completed an extensive training program also evidenced a greater willingness, or intentionality, to continue with professional development and program improvement (Dombro & Modigliani, 1995;Kontos, Howes, Shinn & Galinsky, 1995).…”

Section: Providers' Perspectives On Training and Educationmentioning

confidence: 96%

“…To date, research suggests that provider attitudes may differ by child care setting and, in some instances, by professional role. For instance, Innes and Innes (1984) reported that home providers believed experience was the best teacher and center providers viewed formal training as more important. When asked to describe the experiences which helped prepare them for their work, home providers answered raising my own children (Bailey & Osborne, 1994), babysitting, coming from a large family, and taking a high school family living course (Eheart &Leavitt, 1986).…”

Section: Providers' Perspectives On Training and Educationmentioning

confidence: 98%

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Child Care Provider Perspectives on the Role of Education and Training for Quality Caregiving

Gable

Hansen

2001

Early Child Development and Care

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This study describes child care providers' reports of the types of training necessary for quality caregiving and their beliefs about the level of training and education required for child care workers. 70 providers (25 center directors, 19 center providers, and 26 home providers) participated in 8 focus groups that were conducted as part of a larger statewide assessment of child care provider training needs. Providers most frequently listed 1) Health, Safety, and Nutrition, 2) Child Development; and 3) Developmentally Appropriate Practices and Learning Environments as important topics for child care training. When asked to identify a level of training and education for child care workers, providers endorsed 3 different types of preparation: education, life experience (e.g., parenting), and personal attributes (e.g., patience). Center providers were more likely than home providers to identify education and providers with child-care relevant education were more likely than providers with no post-high school preparation to endorse education. Results are discussed in terms of providers' perceptions of professional worth and the design of educational and professional development initiatives.

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Section: Discussionsupporting

confidence: 90%

Section: Providers' Perspectives On Training and Educationmentioning

confidence: 94%

Section: Providers' Perspectives On Training and Educationmentioning

confidence: 96%

Section: Providers' Perspectives On Training and Educationmentioning

confidence: 98%

See 2 more Smart Citations

Child Care Provider Perspectives on the Role of Education and Training for Quality Caregiving

Gable

Hansen

2001

Early Child Development and Care

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“…For instance, Russell and Watson (1990) reports that FDC caregivers (who care for 1-4 children in their own home) and DCC caregivers (who care for children in the group setting of a day care centre) differ significantly on age, training, and social class. While Innes and Innes (1984) report that FDC caregivers hold very "conservative" attitudes compared to DCC caregivers on issues of control and discipline of children, and in their attitudes towards mothers working outside the home. Parents of children attending FDC and DCC have also been found to differ.…”

Section: Introductionmentioning

confidence: 95%

Family day care and day care centres: Carer, family and child differences and their implications

Erwin

Sanson

Amos

et al. 1993

Early Child Development and Care

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The present study investigated child, maternal and caregiver characteristics in two day care settings, the independent contributions of these characteristics to children's adjustment to day care, and the utility of a goodness-of-fit framework as a means of assessing the impact of parent-caregiver differences on children's adjustment. Eight measures were used to assess child behavioural problems, maternal satisfaction with care, child temperament, maternal and caregiver child rearing practices, developmental timetables, day care goals, and demographic background. The study found strong support for the existence of differences between mothers choosing different types of care, between caregivers in these two settings, and between mothers and caregivers; and for the linkage between child, maternal and caregiver characteristics and child adjustment. However, the impact of goodness-of-fit between mothers and caregivers on children's adjustment to day care was not supported.

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An expanded model of community assessment: A case study

Innes

Heflinger

1989

J. Community Psychol.

Self Cite

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A model is presented for assessing social service needs on the local community level. The model expands existing definitions of community needs assessment to include six phases: (a) defining the parameters and constituents, (b) identifying the information needs and common values among these constituencies, (c) integrating and translating research knowledge from the social sciences, (d) developing procedures for gathering specific information for decision making, (e) gathering and organizing community‐level information (e.g., secondary data), and (f) presenting information to the constituent groups. This model is designed to improve the quality of social service decisions by promoting the effective use of social science research knowledge in community decision making and promoting consensus and cooperation among local stakeholder groups through a direct focus on values. A case study is presented that illustrates the implementation of the model in an assessment of the need for day care services for young children.

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A qualitative study of caregivers' attitudes about child care

Cited by 7 publications

References 4 publications

Child Care Provider Perspectives on the Role of Education and Training for Quality Caregiving

Child Care Provider Perspectives on the Role of Education and Training for Quality Caregiving

Family day care and day care centres: Carer, family and child differences and their implications

An expanded model of community assessment: A case study

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