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ERIC Number: ED516718
Record Type: Non-Journal
Publication Date: 2010
Pages: 143
Abstractor: As Provided
ISBN: ISBN-978-1-1097-3919-0
In-Home Child Care Providers, Training, and Social-Emotional Development of Young Children
Hudson, Kelly P.
ProQuest LLC, Ph.D. Dissertation, Saybrook Graduate School and Research Center
Approximately 214,000 licensed child care homes operate in the United States servicing over 3 million children, while 5,300 homes are in Washington State servicing 175,000 children. Research suggests that children who acquire social-emotional skills between birth and age 5 are equipped for greater success in school and later adulthood. However, state regulatory agencies do not monitor whether these competencies are being developed in home-based child care settings. This study explored in-home providers' understanding and fostering of social-emotional development (SED) and their recommendations for provider training. The six participants were Caucasian, female, and aged 29 to 70. All were licensed home-based child care providers in western Washington serving children birth to age 5, with 2 to 44 years experience. This qualitative study utilized a semistructured design. One-on-one telephone interviews were conducted and audio-taped. Content analysis was applied to the data. The participants defined SED as communication and interpersonal skills, adaptability, awareness of emotions, and respect for self and others. Participants believed SED was important and fostered it by helping children develop respect for themselves and others, communication and interpersonal skills, and independence and self-esteem. They also reported providing supportive environments, focusing on children's needs with unconditional love and sensitivity, and coaching children through social-emotional challenges. Participants noted minimal awareness of SED and believed that child care providers should have formal training or minimal awareness in SED before licensing. They speculated that providers may resist training due to time constraints, belief that they did not need it, or lack of focus on the children. They believed training would be more enticing if it were offered at low costs, made part of licensing requirements, provided online, or connected to monetary rewards. This study resulted in the creation of a listserv for child care providers regarding how children's SED may be supported. Recommendations of this study are to identify and support providers who could benefit from knowledge of SED, improve trainers' skills and training materials related to this topic, and incorporate SED training into providers' licensing and continuing education requirements. Implications for future research and contributions of the study are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington