Family day care educators’ knowledge, confidence and skills in promoting children’s social and emotional wellbeing: baseline data from Thrive

Davis,E, Corr,L, Ummer-Christian,R, Gilson,K-M, Waters,E, Mihalopoulos,C, Marshall,B, Cook,K, Herrman,H, Mackinnon,A, Harrison,L and Sims,M 2014, Family day care educators’ knowledge, confidence and skills in promoting children’s social and emotional wellbeing: baseline data from Thrive, Australasian journal of early childhood, vol. 39, no. 3, pp. 66-75.

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Title Family day care educators’ knowledge, confidence and skills in promoting children’s social and emotional wellbeing: baseline data from Thrive
Author(s) Davis,E
Corr,L
Ummer-Christian,R
Gilson,K-M
Waters,E
Mihalopoulos,CORCID iD for Mihalopoulos,C orcid.org/0000-0002-7127-9462
Marshall,B
Cook,K
Herrman,H
Mackinnon,A
Harrison,L
Sims,M
Journal name Australasian journal of early childhood
Volume number 39
Issue number 3
Start page 66
End page 75
Total pages 10
Publisher Early Childhood Australia
Place of publication Canberra, A.C.T.
Publication date 2014-09
ISSN 1836-9391
1839-5961
Keyword(s) Social Sciences
Education & Educational Research
PSYCHIATRIC-DISORDERS
Summary THIS PAPER PRESENTS BASELINE data from Thrive, a capacity-building program for family day care educators. Educators completed a self-report survey assessing knowledge and confidence in promoting children’s social and emotional wellbeing. An in-home observation was used to assess care quality. Twenty-four educators responded to the survey (40 per cent response rate). They had an average of nine years’ experience and 82 percent held childcare qualifications. Educators reported knowledge of, on average, three early signs of social and emotional problems in children, three risk factors and two protective factors. Using a scale from 0-10, mean educator confidence levels ranged from an average of 6.69 to 7.25. Quality of care ratings were moderate. Although educators had a good understanding of children’s social and emotional wellbeing, the study identified opportunities for significant changes in the quality of the educators’ interactions with children in their care and their professional development.
Language eng
Field of Research 111707 Family Care
Socio Economic Objective 920501 Child Health
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Early Childhood Australia
Persistent URL http://hdl.handle.net/10536/DRO/DU:30072321

Document type: Journal Article
Collections: School of Health and Social Development
Population Health
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