Family child care providers' perceptions of quality of training in the early head start program
In order to give children quality child care, child care providers need appropriate training and coaching to develop effective teaching practices. Compared to center-based educators, family child care providers tend to have less education and training and offer fewer educational experiences. The p...
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| Format: | Others |
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Scholarly Commons
2018
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| Online Access: | https://scholarlycommons.pacific.edu/uop_etds/3551 https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=4549&context=uop_etds |
| Summary: | In order to give children quality child care, child care providers need appropriate training and coaching to develop effective teaching practices. Compared to center-based educators, family child care providers tend to have less education and training and offer fewer educational experiences. The purpose of this study was to investigate how family child care providers perceived the quality of Early Head Start training to support professional development, and to identify what professional areas and experiences or activities providers deemed crucial to their professional-development training. Bandura’s (1997) social-cognitive theory described the way people learn from each other, and identified four factors—mastery experiences, vicarious experiences, social persuasion, and psychological factors—that are related to self-efficacy. Interview questions and observational coding of teacher training pertained in part to Early Head Start trainees’ experiences of social-learning and self-efficacy during training. |
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