Quality in Family Child Care Settings: The Relationship Between Provider Educational Experiences and Global Quality Scores in a Statewide Quality Rating and Improvement System

This study is a secondary analysis of a statewide sample of licensed family child care providers in the Tennessee Child Care Evaluation and Report Card Program (N = 1,145) that describes the general quality of family child care programs in the state and examines the relationships between provider ed...

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Bibliographic Details
Published in:Journal of research in childhood education 2013-10, Vol.27 (4), p.393-406
Main Authors: Hallam, Rena A., Bargreen, Kaitlin N., Ridgley, Robyn
Format: Article
Language:English
Subjects:
Caregiver Training
caregivers
Child Care
Child Care Centers
Child Caregivers
Child Development
early care and education
Educational attainment
Educational Experience
Educational Facilities
Educational Quality
Families & family life
Family
Family Day Care Rating Scale
Learning Activities
Multiple Regression Analysis
Preschool Evaluation
Professional development
Quality Control
Quality standards
Questionnaires
Rating Scales
Social aspects
States
Tennessee
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Summary:This study is a secondary analysis of a statewide sample of licensed family child care providers in the Tennessee Child Care Evaluation and Report Card Program (N = 1,145) that describes the general quality of family child care programs in the state and examines the relationships between provider education and global quality. Study findings suggest that state-sponsored, coordinated professional development linked to program quality standards is the strongest predictor of quality when compared to general educational level or higher education in early childhood. As many states are developing new professional development systems to improve child care quality, building infrastructures to support coordinated professional development is recommended to improve family child care quality.
ISSN:0256-8543
2150-2641
DOI:10.1080/02568543.2013.822950