Predictors of quality and child outcomes in family child care settings

Nicole Forry, Iheoma Iruka, Kathryn Tout, Julia Torquati, Amy Susman-Stillman, Donna Bryant, M. Paula Daneri

    Research output: Contribution to journalArticlepeer-review

    48 Scopus citations

    Abstract

    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.

    Original languageEnglish (US)
    Pages (from-to)893-904
    Number of pages12
    JournalEarly Childhood Research Quarterly
    Volume28
    Issue number4
    DOIs
    StatePublished - 2013

    Bibliographical note

    Funding Information:
    The authors acknowledge the Administration for Children and Families for their support of the QUINCE project (grant # 90YE0056) and thank Dr. Martha Zaslow and Dr. Rebecca Starr for their input into earlier drafts of this paper.

    Publisher Copyright:
    © 2013 Elsevier Inc.

    Copyright:
    Copyright 2016 Elsevier B.V., All rights reserved.

    Keywords

    • Child care quality
    • Family child care
    • Professional development
    • School readiness

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