NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1403650
Record Type: Journal
Publication Date: 2023
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1090-1027
EISSN: EISSN-1745-5642
Perspectives on Quality and Supporting Quality Improvement from Early Childhood Technical Assistants Working with Family Child Care Educators
Alison Hooper; Myae Han; Martha Buell; Rena Hallam
Journal of Early Childhood Teacher Education, v44 n4 p1024-1044 2023
Onsite, individualized support for early care and education providers has emerged as an effective strategy for supporting quality improvement. We explored how Technical Assistants (TAs) working with family child care (FCC) educators in a voluntary Quality Rating and Improvement System perceive FCC quality and the challenges they face in supporting quality improvement. We conducted qualitative semi-structured interviews with 11 TAs providing support to FCC educators. Transcripts were analyzed using open coding to identify categories related to quality and quality improvement. TAs identified numerous components of FCC program quality that inform their work and two main challenges they face related to supporting quality improvement. Results suggest TAs may benefit from additional training and ongoing support to help them meet FCC educators' specific quality improvement needs and view FCC quality through a strength- based lens. These results can inform how TAs and other specialists are prepared and supported to work with FCC educators and how quality improvement supports can be tailored to the unique context of FCC.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE)
Authoring Institution: N/A
Grant or Contract Numbers: 90YE0154