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Building the capacity of family day care educators to promote children’s social and emotional wellbeing: Results of an exploratory cluster randomised-controlled trial

Davis, Elise, Gilson, Kim-Michelle, Christian, Rahila, Waters, Elizabeth, Mackinnon, Andrew, Herrman, Helen, Sims, Margaret, Harrison, Linda, Cook, Kay, Mihalopoulo, Cathrine, Marshal, Bernie, Flego, Anna and Corr, Lara 2015, Building the capacity of family day care educators to promote children’s social and emotional wellbeing: Results of an exploratory cluster randomised-controlled trial, Australasian journal of early childhood, vol. 40, no. 2, pp. 57-67.

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Title Building the capacity of family day care educators to promote children’s social and emotional wellbeing: Results of an exploratory cluster randomised-controlled trial
Author(s) Davis, Elise
Gilson, Kim-Michelle
Christian, Rahila
Waters, Elizabeth
Mackinnon, Andrew
Herrman, Helen
Sims, Margaret
Harrison, Linda
Cook, Kay
Mihalopoulo, CathrineORCID iD for Mihalopoulo, Cathrine orcid.org/0000-0002-7127-9462
Marshal, Bernie
Flego, Anna
Corr, Lara
Journal name Australasian journal of early childhood
Volume number 40
Issue number 2
Start page 57
End page 67
Total pages 11
Publisher Early Childhood Australia Inc.
Place of publication Watson, ACT
Publication date 2015-01-01
ISSN 1836-9391
1839-5961
Keyword(s) Social Sciences
Education & Educational Research
Summary © 2015 Early Childhood Australia Inc. All rights reserved. THIS PAPER PRESENTS THE results of an exploratory cluster randomised-controlled trial that was used to pilot Thrive, a capacity-building program for family day care (FDC) educators. Participants were educators and coordinators from one FDC service in Melbourne, Australia. Data collection consisted of a survey including information on costs, an in-home quality of care observation and process evaluation. Data was collected over 12 months (2011–2012), at baseline and one, six and 12 months post-intervention. Positive caregiver interaction scores increased over time for the intervention group: F (3, 51.69) = 3.08, p < 0.05, and detached interaction scores decreased over time: F (3, 51.19) = 2.78, p < 0.05. Educators’ knowledge and confidence in children’s social and emotional wellbeing showed no significant change. Thrive gives important information about the challenges FDC educators face and is relevant to implementing changes in their education and support. For a program like Thrive to be successful in engaging educators, a stronger framework for supporting additional learning activities at both the FDC organisational and scheme level is warranted.
Language eng
Field of Research 1301 Education Systems
1303 Specialist Studies In Education
1701 Psychology
Socio Economic Objective 920501 Child Health
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Early Childhood Australia Inc.
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081311

Document type: Journal Article
Collections: School of Health and Social Development
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.