ERIC Number: EJ1033997
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: N/A
Child Care Decision Making: Understanding Priorities and Processes Used by Low-Income Families in Minnesota
Forry, Nicole; Isner, Tabitha K.; Daneri, Maria P.; Tout, Kathryn
Early Education and Development, v25 n7 p995-1015 2014
Research Findings: Few studies have described parents' child care decision-making process, yet understanding how parents make child care choices is fundamental to developing effective services to promote the selection of high-quality care. This study used latent profile analysis to distinguish subgroups of low-income parents identified as having commonalities in the number of options, duration, and sources of information sought as part of their child care decision-making process. Study participants included 260 parents who participated in the baseline wave of the Minnesota Child Care Choices study, a longitudinal phone survey of welfare applicants. Two subgroups of parents were identified. The majority of parents (82%) made choices within 2 weeks and considered on average 2 arrangements. Fewer than half of these parents considered information from experts, public lists, or family members/friends when making a child care choice. The remaining 18% of the sample took on average 11 weeks to make a child care choice, considered on average 3 options, and relied more heavily on information from experts and family members/friends. Practice or Policy: Findings from this study have implications for the marketing of resource and referral counseling services, Quality Rating and Improvement Systems, and consumer education aimed at facilitating the selection of high-quality care.
Descriptors: Child Care, Decision Making, Parents, Low Income Groups, Access to Information, Information Sources, Longitudinal Studies, Parent Attitudes, Predictor Variables, Satisfaction, Interviews, Time, Costs, Educational Quality, Factor Analysis, Child Care Centers, Preschool Education, Kindergarten, Early Intervention, Financial Support
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota
Grant or Contract Numbers: N/A