"Our Quality Is a Little Bit Different": How Family Childcare Providers Who Participate in a Quality Rating and Improvement System and Receive Childcare Subsidy Define Quality

Autor/inn/en	Hooper, Alison; Hallam, Rena; Skrobot, Christine
Titel	"Our Quality Is a Little Bit Different": How Family Childcare Providers Who Participate in a Quality Rating and Improvement System and Receive Childcare Subsidy Define Quality
Quelle	In: Contemporary Issues in Early Childhood, 22 (2021) 1, S.76-94 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hooper, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949119858985
Schlagwörter	Child Care; Child Caregivers; Grants; Learning; Environmental Influences; Professionalism; Quality Control; Financial Support; Caregiver Child Relationship; Interpersonal Competence; Interpersonal Relationship; Professional Development; Child Development + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Caregiver; Caregivers; Carer; Child; Children; Grant; Finanzielle Beihilfe; Lernen; Environmental influence; Umwelteinfluss; Professionalität; Qualitätskontrolle; Finanzielle Förderung; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kindesentwicklung
Abstract	This research uses focus group methodology to examine how a specific subset of family childcare providers--those participating in a voluntary quality rating and improvement system and serving a high percentage of children receiving childcare subsidy--define quality. The study builds on the limited existing research about family childcare quality, especially research focused on understanding quality from the perspective of the childcare provider. A total of 28 family childcare providers participated in three focus groups where they were asked to define quality and to describe high- and low-quality programs. Qualitative analysis revealed four themes: relationships, supporting children's learning, the physical and temporal environment, and personal professionalism. These results can inform how quality improvement initiatives and professional development systems support and engage family childcare providers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01