Providing Opportunities to Learn in Home-Based Child Care Settings: Observations of Learning Contexts and Behavior

Autor/inn/en	Rusby, Julie C.; Crowley, Ryann; Jones, Laura B.; Smolkowski, Keith
Titel	Providing Opportunities to Learn in Home-Based Child Care Settings: Observations of Learning Contexts and Behavior
Quelle	In: Early Education and Development, 28 (2017) 6, S.715-726 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1303305
Schlagwörter	Child Care; Educational Opportunities; Observation; Incidence; Correlation; Preschool Children; Educational Environment; Child Behavior; Activities; Low Income Groups; Randomized Controlled Trials + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Bildungsangebot; Bildungschance; Beobachtung; Vorkommen; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Research Findings: This observation study investigated the prevalence and correlates of learning contexts provided to preschool-age children in 133 registered child care homes in below-average-income neighborhoods in the U.S. Pacific Northwest. On average, 30% of the observed proportion of time was spent in structured teacher-led activities, 51% in free-choice activities, 10% in routine activities, 1% in watching video/TV, and 7% in transition. Home-based child care providers gave significantly more positive recognition during structured teacher-led activities, and children engaged in more prosocial behavior during free-choice time. Directives and noncompliance occurred more often during transitions. A higher child-to-caregiver ratio was associated with more time spent in free-choice time, and caregiver experience and education were not associated with the time spent in specific learning contexts. Practice or Policy: Similar to preschool and center-based child care, current practice in home-based child care is to offer a mix of structured teacher-led and free-choice activities. To facilitate young children's skill development within these learning activities typically offered, it is necessary to increase research and provide empirically based professional development opportunities relevant to home-based child care settings. Attention to home-based child care will likely reach many young children and be particularly beneficial for those in low-income households. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11