Overcoming the Challenges of Family Day Home Educators: A Family Ecological Theory Approach

Abstract

This paper explores a framework of family ecological theory for overcoming the challenges facing family childcare educators (FCC educators), who care for small groups of children in their own home. Pathways to overcoming these barriers through an ecological approach will be outlined by critically examining current research on these challenges. In this way, I justify using ecological theory as an effective tool for conceptualizing the challenges of FCC educators. Ecological theory describes how people’s growth and change is influenced by the contexts around them (Bronfenbrenner, 1986). For isolated FCC educators working alone with young children, the limited interactions, supports, and environments they encounter offer incredible meaning and possibility. Examining how the challenges they face can be overcome with a family ecological theory approach illuminates many avenues for success in this unique population. In this paper, the four main challenges of lack of respect, low wages and funding, isolation, and lack of training currently facing FCC educators are examined with an ecological lens to highlight opportunities for positive change. Final thoughts of how this benefits others using an ecological theory framework conclude this paper. Keywords: family day home, family childcare, early childhood education, ecological theory

Out of the shadows: An epistemological examination of family childcare in Canada

“…I propose a research study that would begin with focus groups across Canada to learn more about family childcare educator experiences and needs, alongside an evaluation of their current capacity within the childcare field. Then, drawing on the examples of targeted support systems shown to be effective in the United States (Porter & Bromer, 2016;Porter et al, 2019), and leveraging both internal and external policies and practice (Woodman, 2022), a study would begin with two groups of family childcare educators: one working within the Canadian childcare system as it stands, and the other receiving informed, wraparound supports. A qualitative evaluation of educator experiences and abilities via interviews or focus groups would be conducted at the beginning, midpoint, and end of the study to explore the experiences of family childcare educators, while also determining if the new system provided improved support for their unique needs and abilities.…”