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

journal contribution
posted on 01.09.2014, 00:00 authored by E Davis, L Corr, R Ummer-Christian, K-M Gilson, E Waters, Cathy Mihalopoulos, Bernie MarshallBernie Marshall, K Cook, H Herrman, A Mackinnon, L Harrison, M Sims
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.

History

Journal

Australasian journal of early childhood

Volume

39

Issue

3

Pagination

66 - 75

Publisher

Early Childhood Australia

Location

Canberra, A.C.T.

ISSN

1836-9391

eISSN

1839-5961

Language

eng

Publication classification

C Journal article; C1 Refereed article in a scholarly journal

Copyright notice

2014, Early Childhood Australia

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