Predictors of quality and child outcomes in family child care settings

被引：61

作者：

Forry, Nicole ^{[1
]}

Iruka, Iheoma ^{[2
]}

Tout, Kathryn ^{[3
]}

Torquati, Julia ^{[4
]}

Susman-Stillman, Amy ^{[5
]}

Bryant, Donna ^{[2
]}

Daneri, M. Paula ^{[1
]}

机构：

[1] Child Trends, Bethesda, MD USA

[2] Univ N Carolina, FPG Child Dev Inst, Chapel Hill, NC 27599 USA

[3] Child Trends, Minneapolis, MN 55413 USA

[4] Univ Nebraska, Lincoln, NE 68588 USA

[5] Univ Minnesota, Ctr Early Educ & Dev, St Paul, MN 55108 USA

来源：

EARLY CHILDHOOD RESEARCH QUARTERLY | 2013年 / 28卷 / 04期

关键词：

Family child care; Child care quality; School readiness; Professional development; CAREGIVER; KINDERGARTEN; BELIEFS; MOTIVATION; READINESS; PROVIDER; FEATURES; SKILLS; FIT;

D O I：

10.1016/j.ecresq.2013.05.006

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Few studies have examined correlates of quality ratings in family child care arrangements. This study analyzes data from a multi-state sample of family child care providers actively seeking professional development for two purposes. First, we examine predictors of observed quality ratings focusing on characteristics of child care providers, the most proximal influences of quality in family child care. Second, we explore associations between three targets of professional development (providers' attitudes, beliefs, and practices) and the pre-academic and social-emotional skills of preschool-aged children. Provider characteristics indicative of personal and professional resources and stress, as well as providers' professional attitudes and beliefs, are predictive of observed quality measures. Observed quality and providers' child-centered beliefs and perceptions of job demands are related to children's developmental outcomes. Implications for future research, policies, and practices are discussed. (C) 2013 Elsevier Inc. All rights reserved.

引用

页码：893 / 904

页数：12

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