Family day care educators: an exploration of their understanding and experiences promoting children's social and emotional wellbeing

Abstract

This study aimed to explore family day care (FDC) educators' knowledge of child social and emotional wellbeing and mental health problems, the strategies used to promote children's wellbeing, and barriers and opportunities for promoting children's social and emotional wellbeing. Thirteen FDC educators participated in individual semi-structured interviews. FDC educators were more comfortable defining children's social and emotional wellbeing than they were in identifying causes and early signs of mental health problems. Strategies used to promote children's mental health were largely informal and dependent on educator skills and capacities rather than a systematic scheme-wide approach. Common barriers to mental health promotion were limited financial resources, a need for more training and hesitance raising child mental health issues with parents. There is a need to build FDC educators' knowledge of child social and emotional wellbeing and for tailored mental health promotion strategies in FDC.

Keywords:

• social and emotional wellbeing
• mental health
• mental health promotion
• early intervention
• family day care

Acknowledgements

The authors would like to thank the FDC educators who assisted us with this study by participating in in-depth interviews, as well as Deakin University for funding this study. E.D. is supported by a VicHealth Public Health Research Fellowship. E.D., N.P., E.W. and L.W. are all supported by the Jack Brockhoff Child Health and Wellbeing Program.