The Impact of Professional Development in Family Child Care: A Practice-Based Approach

Abstract

Research Findings: The purpose of this mixed methods study was to examine the efficacy of a practice-based approach to professional development for family child care providers working in low-income communities. This approach included a literacy coaching component that anchors knowledge in practice. One hundred and twenty-eight family child care providers were randomly assigned to three groups: a language and literacy course plus coaching, the course only, and control. Quantitative results revealed that providers who received the course plus coaching experienced statistically and educationally significant improvements in their literacy practice compared to the other two groups. Qualitative data described specific areas in early literacy that were improved as a result of this professional development intervention. Practice or Policy: Implications of these findings for child care policy and professional development programs for family child care providers are discussed

Notes

¹Begun in North Carolina and funded by the Child Care Block Grant, T.E.A.C.H. was designed to provide scholarships and incentives for child care workers already in the field to receive professional development in ways that might advance their education and improve quality practices (see Cassidy, Buell, Pugh-Hoese, & Russell, 1995).

²Measures are available upon request from the authors.