Identifying a Typology of Unlisted Paid Home-Based Child Care Providers Using Latent Profile Analysis

Autor/inn/en	Hooper, Alison; Slicker, Gerilyn; Riser, Danielle
Titel	Identifying a Typology of Unlisted Paid Home-Based Child Care Providers Using Latent Profile Analysis
Quelle	In: Early Education and Development, 32 (2021) 7, S.1053-1066 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hooper, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1829293
Schlagwörter	Child Care; Child Caregivers; Family Environment; Caregiver Training; Professional Development; Profiles; Classification; Guidelines; National Surveys; Preschool Children; Caregiver Attitudes; Teaching Methods; Family Relationship; Educational Quality; Educational Improvement + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Caregiver; Caregivers; Carer; Child; Children; Familienmilieu; Charakterisierung; Profilanalyse; Classification system; Klassifikation; Klassifikationssystem; Richtlinien; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung
Abstract	Research Findings: This study provides a framework for categorizing one subset of the large and heterogeneous group of home-based child care providers, unlisted paid providers. We analyzed data on unlisted paid home-based child care providers (n = 448) from the 2012 National Survey of Early Care and Education conducted in the United States. We used latent profile analysis to explore how providers align into profiles based on key characteristics related to their caregiving beliefs, self-reported instructional practices, professional engagement, and family supportive practices. Findings reveal that unlisted paid home-based providers align into three profiles: Low Instruction, Low Professional Development (51.3%, n = 230); Higher Instruction (35.2%, n = 158); and Engaged with Outside Systems (13.4%, n = 60). Results suggest that there is variation in providers' instructional practices, family supports, and professional engagement activities among profiles. Additionally, provider age, enrollment characteristics, and neighborhood urban density predicted profile membership. Practice or Policy: Results provide insight into the design and implementation of quality improvement supports for this subset of home-based child care providers. Using this typology can help match unlisted paid home-based providers with supports that align with their beliefs and practices. It also adds to the limited research base about this subset of providers that can be used to guide practices and policies related to home-based child care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01