ERIC Number: ED414093
Record Type: Non-Journal
Publication Date: 1997-Dec
Reference Count: N/A
Investing in Our Children's Future: The Path to Quality Child Care through the Pennsylvania Child Care/Early Childhood Development Training System.
Iutcovich, Joyce; Fiene, Richard; Johnson, James; Koppel, Ross; Langan, Francine
This study identified training needs for Pennsylvania child care providers and assessed the impact of training, classroom/caregiver dynamics, and staff characteristics on child care quality. Participating were 29 family child care providers, 30 group homes, and 60 child care centers, stratified by type of site and geographic region. Quality of care was measured through the Early Childhood Rating Scale, Infant/Toddler Environment Rating Scale (ITERS), and Family Day Care Rating Scale. The work environment was assessed with the Early Childhood Work Environment Survey. Questionnaires were used to obtain information on background and training, and site characteristics. Overall findings indicated that the training system was viewed positively. Providers were highly interested in training and believed it would help them in their work. On-site training and workshops were viewed as most helpful, video and satellite training as least helpful. The major training needs were child motivation and guidance, dealing with child conflict, child development, and developmentally appropriate practice. Low ITERS scores suggested that training in infant/toddler care is a priority. and low scores on all three rating scales indicated that cultural awareness, personal grooming, pretend play, and sand and water play should receive training priority. The amount of training did not predict quality. The most significant change in quality since 1989 occurred in family child care sites. Center quality was related to professional growth opportunities, higher salaries, good communication, and staff agreement on school philosophy. (The research instruments and a data summary are appended. Contains 18 references.) (Author)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Keystone Univ. Research Corp., Erie, PA.
Identifiers - Location: Pennsylvania