ERIC Number: ED434740
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Credentialing Caregivers. Families Matter.
The Families Matter series of papers from the Harvard Family Research Project advances the concept of family-centered child care, advocating an approach to early childhood education that addresses the development of the child and family together. Grounded in family support principles, which build on family strengths and work from a community's culture and resources, family-centered child care incorporates positive attitudes about working with parents and practical activities to serve the family. Asserting that a key place to promote widespread use of family support principles and practices is through the child care training system, the papers that make up the series focus on how the child care field trains providers to include family support. This paper describes why family support is essential given current social and economic trends and stresses the need to build a bridge between child care and family support. After outlining comprehensive family support training content, the author highlights national and state family support credentialing initiatives, as well as family support training available from colleges and individual programs. Stating that the goal of family support training is not to create a specialized type of worker within child care programs but to train and support child care providers to work supportively with families and collaborate with community agencies, the paper then underscores the need for public-access family support training curricula that can be adapted to audiences of child care providers. Contains 52 references. (EV)
Descriptors: Caregiver Training, Child Caregivers, Credentials, Day Care, Early Childhood Education, Family Programs, Parent Caregiver Relationship, Training
Harvard Family Research Project, 38 Concord Avenue, Cambridge, MA 02138 ($7). Tel: 617-495-9108; Fax: 617-495-8594; e-mail: firstname.lastname@example.org; Web site:
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: Harvard Family Research Project, Cambridge, MA.