TY - JOUR
T1 - Building the capacity of family day care educators to promote children's social and emotional wellbeing
T2 - Results of an exploratory cluster randomised-controlled trial
AU - Davis, Elise
AU - Gilson, Kim-Michelle
AU - Christian, Rahil
AU - Waters, Elizabeth
AU - Mackinnon, Andrew
AU - Herrman, Helen
AU - Sims, Margaret
AU - Harrison, Linda
AU - Cook, Kay
AU - Mihalopoulos, Cathrine
AU - Marshall, Bernie
AU - Flego, Anna
AU - Corr, Lara
N1 - Includes bibliographical references.
PY - 2015/5
Y1 - 2015/5
N2 - THIS PAPER PRESENTS THE results of an exploratory cluster randomised-controlled trial that was used to pilot Thrive, a capacity-building program for family day care (FDC) educators. Participants were educators and coordinators from one FDC service in Melbourne, Australia. Data collection consisted of a survey including information on costs, an in-home quality of care observation and process evaluation. Data was collected over 12 months (2011-2012), at baseline and one, six and 12 months post-intervention. Positive caregiver interaction scores increased over time for the intervention group: F (3, 51.69) = 3.08, p < 0.05, and detached interaction scores decreased over time: F (3, 51.19) = 2.78, p < 0.05. Educators' knowledge and confidence in children's social and emotional well being showed no significant change. Thrive gives important information about the challenges FDC educators face and is relevant to implementing changes in their education and support. For a program like Thrive to be successful in engaging educators, a stronger framework for supporting additional learning activities at both the FDC organisational and scheme level is warranted.
AB - THIS PAPER PRESENTS THE results of an exploratory cluster randomised-controlled trial that was used to pilot Thrive, a capacity-building program for family day care (FDC) educators. Participants were educators and coordinators from one FDC service in Melbourne, Australia. Data collection consisted of a survey including information on costs, an in-home quality of care observation and process evaluation. Data was collected over 12 months (2011-2012), at baseline and one, six and 12 months post-intervention. Positive caregiver interaction scores increased over time for the intervention group: F (3, 51.69) = 3.08, p < 0.05, and detached interaction scores decreased over time: F (3, 51.19) = 2.78, p < 0.05. Educators' knowledge and confidence in children's social and emotional well being showed no significant change. Thrive gives important information about the challenges FDC educators face and is relevant to implementing changes in their education and support. For a program like Thrive to be successful in engaging educators, a stronger framework for supporting additional learning activities at both the FDC organisational and scheme level is warranted.
KW - Organizational structure
KW - Family day care
KW - Child care services
KW - Educators -- Social aspects
KW - Quality of life -- Social aspects
M3 - Article
SN - 0312-5033
VL - 40
SP - 57
EP - 67
JO - Australasian Journal of Early Childhood
JF - Australasian Journal of Early Childhood
IS - 2
ER -