Predictors of quality in family child care

Doherty, Gillian; Forer, Barry; Lero, Donna S.; Goelman, Hillel; LaGrange, Annette

doi:10.1016/j.ecresq.2006.07.006

Cited by 74 publications

(52 citation statements)

References 23 publications

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“…It is possible that 'intentionality,' which is a different construct than job satisfaction, is a better predictor of quality for family child care settings, as has been suggested by Doherty et al (2006) and by Kontos et al (1995). Doherty et al (2006) found that higher-quality care was predicted by providers who are committed to the occupation and who take a professional approach to their work.…”

Section: Predictors Of Process Quality For Infantsmentioning

confidence: 88%

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A Comparative Study of Structural and Process Quality in Center-Based and Family-Based Child Care Services

Bigras

Bouchard

Cantin

et al. 2009

Child Youth Care Forum

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This study seeks to determine whether center-based and family-based child care services differ with respect to process quality, as measured by the Educative Quality Observation Scales (EQOS, Bourgon and Lavallée 2004a, b, c), for groups of children 18 months old and younger. It also seeks to identify structural variables associated with process quality in these settings. The study included two types of regulated child care settings located in the greater Montreal area (center-based: N = 53 and family-based: N = 36). Results indicate that process quality was lower in family-based child care than in center-based child care for the majority of elements measured by the EQOS. Hierarchical regression analyses indicate that higher levels of process quality were associated with structural variables, including a lower adult-child ratio, the presence of more staff with specialized early childhood education training, and center-based care. The discussion focuses on strategies to improve these types of child care services.

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Section: Predictors Of Process Quality For Infantsmentioning

confidence: 88%

“…Two broad families of variables are included in the concept of child care quality: structural quality and process quality (Bigras and Japel 2007;Bigras et al 2008a, b;Cryer 1999;Doherty et al 2006). Indicators of structural quality include those characteristics that are often controlled by government regulation.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study of Structural and Process Quality in Center-Based and Family-Based Child Care Services

Bigras

Bouchard

Cantin

et al. 2009

Child Youth Care Forum

View full text Add to dashboard Cite

show abstract

“…Despite these sizable numbers and the nation's concern that all children come to school ready to learn, there have been strikingly few organized efforts (Doherty et al, 2006) to improve and enhance the quality of the care these settings deliver. Measuring the quality of the language and literacy environment, therefore, represents an initial but important first step in strengthening and reinforcing their effectiveness, and in providing greater opportunities for children -particularly those who come from low-income circumstances -to achieve the language and literacy skills they will need to succeed in school.…”

Section: Discussionmentioning

confidence: 99%

“…Referred by the local resource and referral agency, each was considered to be an exemplary home-based provider. Recognizing that the provision of high-quality family/group child care is a skilled occupation requiring specific skills, intentions, and knowledge (Doherty, Forer, Lero, Goelman, & LaGrange, 2006;Kontos, 1992), our purpose was to observe how providers might optimize their environment to support early language and literacy experiences.…”

Section: Samplementioning

confidence: 99%

CHELLO: The Child/Home Environmental Language and Literacy Observation

Neuman

Koh

Dwyer

2008

Early Childhood Research Quarterly

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The purpose of this study was to develop a valid and reliable tool for measuring the quality of the language and literacy environment in home-based settings. Based on a convergence of research on the ecological and psychological factors associated with early literacy development, the Child/Home Environmental Language and Literacy Observation (CHELLO) was developed to gauge the quality of current practices associated with positive early childhood literacy outcomes. Following the structure of the Early Language and Literacy Classroom Observation Scale (ELLCO) [Smith, M., & Dickinson, D. (2002). Early language & literacy classroom observation. Baltimore, MD: Brookes], we developed two interdependent tools: The Literacy Environment Checklist and the Group/Family Observation and Provider Interview. Inter-rater reliability using weighted kappas indicated acceptable reliability. Following this analysis, the CHELLO was administered in 128 home-based settings in four low-income urban areas. Initial evidence of its psychometric properties provided support for internal consistency. Although more research is needed, the CHELLO has the potential to serve as a useful tool for examining the language and literacy environment in home-based settings.

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“…In particular, studies in the U.S. and Canada have shown that FCC providers who network with other providers, access community resources such as lending libraries and belong to professional support groups, tend to offer higher quality child care (Doherty et al 2006;Kontos et al 1995). More recently, some studies have started to examine the specific approaches to support initiatives including the presence of qualified agency staff that is most likely to improve quality outcomes.…”

Section: Support and Quality Improvement In Family Child Carementioning

confidence: 99%