Family Child Care Providers’ Perspectives Regarding Effective Professional Development and Their Role in the Child Care System: A Qualitative Study

Abstract

This study examines family child care providers' perspectives regarding effective professional development and their role in the early learning and care system. Four focus groups were conducted annually for 3 years involving a total of 54 licensed family child care providers. Supportive social relationships emerged as an important dimension of family child care providers' professional development experience. Providers preferred a cohort design which enabled them to establish relationships with colleagues and a long-term relationship with the same instructor. Trust and a non-judgmental atmosphere were critical to the learning environment. A collaborative approach to evaluation and assessment that focused on a small number of specific items each month supported the continuous quality improvement process better than a single annual assessment by an objective evaluator. Family child care providers valued professionalism, but viewed their services as a unique segment of the early learning and care system worthy of distinct professional development and respect. Recommendations for designing and delivering effective professional development for family child care providers are discussed.

Level of structural quality and process quality in rural preschool classrooms

“…Higher measured structural and process quality found among the preschool classrooms in the current study with more structural quality requirements may have been caused by the higher standards. The higher structural requirements and related higher measured structural quality feature of teacher education and physical space may have strengthened process quality features of environmental design and activities in those classrooms, consistent with prior research on teacher education and process quality (Burchinal et al, 2002; Clarke-Stewart et al, 2002; Cryer et al, 2003; Lanigan, 2011; Phillips, Mekos, Scarr, McCartney, & Abbott-Shim, 2000; Phillipsen et al, 1997; Raikes et al, 2005). The current study, however, was non-experimental and cause could not be investigated nor concluded.…”

“…Teacher education plays a vital role in process quality with teachers’ training influencing the child skill development and experiences they are able to provide for children in their classrooms (Burchinal, Howes, & Kontos, 2002; Clarke-Stewart, Vandell, Burchinal, O’Brien, & McCartney, 2002; Cryer et al, 1999; Lanigan, 2011; Raikes, Raikes, & Wilcox, 2005). The transition to a more highly trained staff in preschool classrooms has been stimulated by the Improving Head Start for School Readiness Act of 2007, which requires at least 50% of Head Start lead teachers to have bachelor’s or advanced degrees in early childhood education or related fields (Head Start, 2007).…”

Supporting family child care and quality improvement: findings from an exploratory survey of Illinois child care resource and referral agency staff

“…Prior research on FCC providers finds that many providers experience isolation from other colleagues, early childhood resources, and supports (Bromer and Pick 2012;Drake et al 2006;Lanigan 2011;Porter et al 2010). As a result, it is not surprising that providers across studies report interest in opportunities for social and peer support and networking with other child care providers (Lanigan 2011;Liu and Anderson 2010;Rusby 2002;Shivers 2008).…”

“…Prior research on FCC providers finds that many providers experience isolation from other colleagues, early childhood resources, and supports (Bromer and Pick 2012;Drake et al 2006;Lanigan 2011;Porter et al 2010). As a result, it is not surprising that providers across studies report interest in opportunities for social and peer support and networking with other child care providers (Lanigan 2011;Liu and Anderson 2010;Rusby 2002;Shivers 2008). In a qualitative examination of FCC provider participation in one state's professional development system over a threeyear time period, providers reported that ongoing cohort-based training was beneficial and that the opportunity to develop a trusting supportive relationship with a facilitator and other providers helped to reduce their experiences of isolation and marginalization (Lanigan 2011).…”

“…As a result, it is not surprising that providers across studies report interest in opportunities for social and peer support and networking with other child care providers (Lanigan 2011;Liu and Anderson 2010;Rusby 2002;Shivers 2008). In a qualitative examination of FCC provider participation in one state's professional development system over a threeyear time period, providers reported that ongoing cohort-based training was beneficial and that the opportunity to develop a trusting supportive relationship with a facilitator and other providers helped to reduce their experiences of isolation and marginalization (Lanigan 2011). In another state-specific study, Drake et al (2006) found that more isolated providers (i.e., those living in rural areas of the state) needed more support, and providers living in poverty needed more material resources for children in care.…”