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Family day care educators : an exploration of their understanding and experiences promoting children's social and emotional wellbeing

Version 2 2024-06-03, 11:27
Version 1 2014-10-28, 09:24
journal contribution
posted on 2024-06-03, 11:27 authored by E Davis, N Priest, B Davies, L Smyth, E Waters, H Herrman, M Sims, L Harrison, K Cook, Bernie MarshallBernie Marshall, L Williamson
This study aimed to explore family day care (FDC) educators’ knowledge of child social and emotional wellbeing and mental health problems, the strategies used to promote children’s wellbeing, and barriers and opportunities for promoting children’s social and emotional wellbeing. Thirteen FDC educators participated in individual semi-structured interviews. FDC educators were more comfortable defining children’s social and emotional wellbeing than they were in identifying causes and early signs of mental health problems. Strategies used to promote children’s mental health were largely informal and dependent on educator skills and capacities rather than a systematic scheme-wide approach. Common barriers to mental health promotion were limited financial resources, a need for more training and hesitance raising child mental health issues with parents. There is a need to build FDC educators’ knowledge of child social and emotional wellbeing and for tailored mental health promotion strategies in FDC.

History

Journal

Early child development and care

Volume

182

Pagination

1193-1208

Location

Abingdon, England

ISSN

0300-4430

eISSN

1476-8275

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2012, Taylor & Francis

Issue

9

Publisher

Routledge