Few studies have examined correlates of quality ratings in family child care arrangements. This study analyzes data from a multi-state sample of family child care providers actively seeking professional development for two purposes. First, we examine predictors of observed quality ratings focusing on characteristics of child care providers, the most proximal influences of quality in family child care. Second, we explore associations between three targets of professional development (providers’ attitudes, beliefs, and practices) and the pre-academic and social–emotional skills of preschool-aged children. Provider characteristics indicative of personal and professional resources and stress, as well as providers’ professional attitudes and beliefs, are predictive of observed quality measures. Observed quality and providers’ child-centered beliefs and perceptions of job demands are related to children's developmental outcomes. Implications for future research, policies, and practices are discussed.
Bibliographical noteFunding Information:
The authors acknowledge the Administration for Children and Families for their support of the QUINCE project (grant # 90YE0056) and thank Dr. Martha Zaslow and Dr. Rebecca Starr for their input into earlier drafts of this paper.
- Child care quality
- Family child care
- Professional development
- School readiness