Abstract:Family, friend and neighbor (FFN) child caregivers represent a significant proportion of caregivers for young children. Yet, these caregivers receive little support for their services. In 2003, the First 5 California Children and Families Commission (First 5 California) began a study to determine the work-related needs of FFN caregivers in California. This paper reports on the results of all study activities, including focus groups and interviews with caregivers and parents. It details the specific needs relat… Show more
“…The vast majority of providers in the current study reported feeling isolated from sources of advice and support. This is consistent with previous studies of family, friends, and neighbor care involving both regulated and unregulated family child care homes (Annie E. Casey Foundation 2006; Drake et al 2006). The current study examined regulated family child care providers who operated in a state that required 10 h of annual professional development.…”
Section: Components Of Effective Professional Developmentsupporting
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.
“…The vast majority of providers in the current study reported feeling isolated from sources of advice and support. This is consistent with previous studies of family, friends, and neighbor care involving both regulated and unregulated family child care homes (Annie E. Casey Foundation 2006; Drake et al 2006). The current study examined regulated family child care providers who operated in a state that required 10 h of annual professional development.…”
Section: Components Of Effective Professional Developmentsupporting
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.
“…Ackerman (2008) identified three aspects of working with FCC providers that coaches rated as their greatest challenges including: (1) working with providers who have personal issues; (2) observing inappropriate practices with children; and (3) working with providers who are not motivated to change caregiving practices. In a state-specific study of supports to FFN caregivers, agency directors reported that working with FFN caregivers was time intensive and that agencies often lacked adequate staff or funding to carry out the work (Drake et al 2006). …”
Section: Experiences and Challenges Providing Supportmentioning
confidence: 99%
“…Nearly a third of staff reported wanting additional training in supervision and management. Drake et al (2006) found that agency staff would like additional knowledge on the specific needs of FFN caregivers as well as models of effective support and professional development for home-based child care providers. Ackerman (2008) found that QRIS coaches who only have a background in early childhood education and experience may lack the necessary skills and knowledge required to perform the work of quality improvement coaching.…”
Section: Training Needs Of Agency Specialistsmentioning
confidence: 99%
“…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).…”
Section: Provider Experiences With Training and Supportmentioning
confidence: 99%
“…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.…”
Section: Provider Experiences With Training and Supportmentioning
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