Skip to main content
SpringerLink
Log in

Quality in Family Child Care: A Focus Group Study with Canadian Providers

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

Abstract

A substantial proportion of American, Canadian and English preschoolers regularly participate in family child care making its quality of vital importance for the children concerned, their parents, the school system and the society in which they live. This article discusses the seven key caregiver behaviors and physical space characteristics identified as essential for quality by 62 providers who participated in 12 focus groups across Canada, their views on what is required to support and enhance family child care, and the published research on the effectiveness of their suggested supports. In addition, the findings of a survey of 581 providers in different parts of England that also sought provider views about the physical space and caregiver behaviours essential for quality programs are identified (Fauth et al. 2011) and the significant concurrence between the opinions of the two groups discussed. The article ends with a discussion of the policy and practice implications that arise from the study’s findings and some ideas on how best to move forward in assisting family child care providers to support children’s development.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Bromer, J., & Bibbs, T. (2011). Improving support services for family child care through relationship-based training. Zero to Three, 31(5), 30–37.

    Google Scholar 

  • Bromer, J., Van Haitsma, M., Daley, K., & Modigliani, K. (2009). Staffed support networks and quality in family child care: The family child care network impact study. Chicago, IL: Erikson Institute, Herr Research Center for Children and Social Policy. Retrieved November 12, 2013 from the Herr Research Center. http://www.erikson.edu/wp-content/uploads/Full_report_web.pdf.

  • Burchinal, M., Howes, C., & Kontos, S. (2002). Structural predictors of child care quality in child care homes. Early Childhood Research Quarterly, 17, 87–105. doi:10.1016/S0885-2006(02)00132-1.

    Article  Google Scholar 

  • Clark-Stewart, K. A., Vandell, D. L., Burchinal, M., O’Brian, M., & McCartney, K. (2002). Do regulable features of child-care homes affect children’s development? Early Childhood Research Quarterly, 17, 52–86. doi:10.1016/S0885-2006(02)00133-3.

    Article  Google Scholar 

  • Davis, E., Freeman, R., Doherty, G., Karlsson, M., Everiss, L., Couch, J., et al. (2012). An international perspective on regulated family day care systems. Australasian Journal of Early Childhood, 37(4), 127–137.

    Google Scholar 

  • Doherty, G., Forer, B., Lero, D. S., Goelman, H., & LaGrange, A. (2006). Predictors of quality in family child care. Early Childhood Research Quarterly, 21(3), 296–312. doi:10.1016/j.ecresq.2006.07.006.

    Article  Google Scholar 

  • Doherty, G., Lero, D. S., Goelman, H., Tougas, J., & LaGrange, A. (2000). Caring and learning environments: Quality in regulated family child care across Canada. Guelph, Canada: Centre for Families, Work and Well-Being, University of Guelph. Retrieved November 12, 2013 from the Centre for Families, Work and Well-Being. http://www.worklifecanada.ca/cms/resources/files/5/ybic_report_3.pdf.

  • Dowsett, C. J., Huston, A. C., Imes, A. E., & Gennetian, L. (2008). Structural and process features in three types of child care for children from high and low income families. Early Childhood Research Quarterly, 23, 69–93. doi:10.1016/j.ecresq.2007.06.003.

    Article  Google Scholar 

  • Everiss, E., & Dalli, C. (2003). Family day care in New Zealand: Training, quality and professional status. In A. Mooney & J. Statham (Eds.), Family day care: International perspectives on policy, practice and quality (pp. 59–77). London: Jessica Kingsley Publishers.

    Google Scholar 

  • Fauth, R., Jelicic, H., Lea, J., Willmot, N., & Owen, S. (2011). Child minding practice in England. Final Report. National Children’s Bureau. Retrieved November 5, 2013 from the National Children’s Bureau. http://www.ncb.org.uk/media/496733/childminding_report_final.pdf.

  • Fischer, J. L., & Eheart, B. K. (1991). Family day care: A theoretical basis for improving quality. Early Childhood Research Quarterly, 6, 549–563.

    Article  Google Scholar 

  • Friendly, M., Halfon, S., Beach, J., & Forer, B. (2013). Early childhood education and care in Canada 2012. Toronto, Canada: Childcare Resource and Research Unit. Retrieved January 14, 2014 from the Childcare Resource and Research Unit. http://childcarecanada.org/publications/ecec-canada/13/08/early-childhood-education-and-care-canada-2012.

  • Galinsky, E., Howes, C., Kontos, S., & Shinn, M. (1994). The study of children in family child care and relative care: Highlights of findings. New York, NY: Families and Work Institute.

    Google Scholar 

  • Garces, E., Thomas, D., & Currie, J. (2002). Longer term effects of head start. American Economic Review, 92, 999–1012.

    Article  Google Scholar 

  • Hankivsky, O. (2009). No “drop” in the bucket: The high cost of dropping out. Ottawa, Canada: Canadian Council on Learning. Retrieved January 14, 2014 from the Canadian Council on Learning. http://www.ccl-cca.ca/pdfs/LessonsInLearning/49-02_04_09E.pdf.

  • Hughes-Belding, K., Hegland, S., Stein, A., Sideris, J., & Bryant, D. (2012). Predictors of global quality in family child care homes: Structural and belief characteristics. Early Childhood Education and Development, 23, 697–712. doi:10.1080/10409289.2011.574257.

    Article  Google Scholar 

  • Keating, D. P., & Hertzman, C. (1999). Developmental health and the wealth of nations: Social, biological and educational dynamics. New York, NY: Guildford.

    Google Scholar 

  • Kontos, S. (1994). The ecology of family day care. Early Childhood Research Quarterly, 6, 249–262.

    Article  Google Scholar 

  • Kontos, S., Howes, C., & Galinsky, E. (1996). Does training make a difference to quality in family child care? Early Childhood Research Quarterly, 11, 427–445.

    Article  Google Scholar 

  • Kontos, S., Howes, C., Shinn, M., & Galinsky, E. (1995). Quality in family child care and relative care. New York, NY: Teachers College Press.

    Google Scholar 

  • Lanigan, J. D. (2011). Family child care providers’ perspectives regarding effective professional development and their role in the child care system: A qualitative study. Early Childhood Education Journal, 38, 399–409. doi:10.0007/10643-010-0420-2.

    Article  Google Scholar 

  • Laughlin, L. (2013). Who’s minding the kids? Child care arrangements: Spring 2011. Washington, DC: United States Census Bureau. Retrieved January 14, 2014 from the United States Census Bureau. http://www.census.gov/prod/2013pubs/p70-135.pdf.

  • Modigliani, K. (2011). Who says what is quality? Zero to Three, 31(5), 14–21.

    Google Scholar 

  • National Association for Family Child Care (NAFFCC). (2013). Quality standards for NAFCC accreditation: Fourth edition with 2013 updates. Retrieved on January 10, 2014 from the NAFFCC web site: http://nafcc.org/media/pdf/accreditation/NAFCCQualityStandardswith2013Updates.pdf.

  • NICHD Early Child Care Research Network. (1996). Characteristics of infant child care: Factors contributing to positive caregiving. Early Childhood Research Quarterly, 11, 269–306.

    Article  Google Scholar 

  • NICHD Early Child Care Research Network. (2000a). The relation of child care to cognitive and language development. Child Development, 71, 960–980.

    Article  Google Scholar 

  • NICHD Early Child Care Research Network. (2000b). Characteristics and quality of care for toddlers and preschoolers. Applied Developmental Sciences Quarterly, 4(5), 116–153.

    Google Scholar 

  • NICHD Early Child Care Research Network. (2002). Child care structure → process → outcome: Direct and indirect effects of child care quality on young children’s development. American Psychological Society, 13(3), 199–206.

    Google Scholar 

  • NICHD Early Child Care Research Network. (2003). Does quality of child care affect child outcomes at age 4 ½? Developmental Psychology, 39(3), 451–469. doi:10.1037/0012-1649.39.3.451.

    Article  Google Scholar 

  • NICHD Early Child Care Research Network, & Duncan, G. J. (2003). Modeling the impacts of child care quality on children’s preschool cognitive development. Child Development, 74, 1454–1475.

    Article  Google Scholar 

  • Office for Standards in Education, Children’s Services and Skills (Ofsted). (2013). Official Statistics release: Childcare providers and places. London, England. Retrieved November 5, 2013 from Ofsted. http://www.ofsted.gov.uk/resources/registered-childcare-providers-and-places-england-december-2008-onwards.

  • Organization for Economic Co-Operation and Development (OECD). (2011). Doing better for families, Chapter 1. Paris: Organization for Economic Co-Operation and Development. Retrieved November 5, 2013 from the OECD. http://www.oecd.org/els/soc/47701118.pdf.

  • Owen, S. (2000). Assessing quality in childminding. Children and Society, 14, 147–153.

    Article  Google Scholar 

  • Pence, A. R., & Goelman, H. (1991). The relationship of regulation, training and motivation to quality care in family child care. Child & Youth Care Forum, 20, 83–101.

    Article  Google Scholar 

  • Raikes, H. S., Raikes, H. H., & Wilcox, B. (2005). Regulation, subsidy receipt and provider characteristics: What predicts quality in child care homes? Early Childhood Research Quarterly, 20, 164–184. doi:10.1016/j.ecresq.2005.04.006.

    Article  Google Scholar 

  • Rosenthal, M. K. (1994). An ecological approach to the study of child care: Family child care in Israel. Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighbourhoods: The science of early childhood development. Washington, DC: National Academy Press.

    Google Scholar 

  • Stipek, D. J. (2001). Pathways to constructive lives: The importance of early school success. In A. Bohart & D. J. Stipek (Eds.), Constructive and destructive behavior: Implications for family, school and society (pp. 291–315). Washington, DC: American Psychological Association.

    Chapter  Google Scholar 

  • Taylor, A. R., Dunster, L., & Pollard, J. (1999). And this helps me how? Family child care providers discuss training. Early Childhood Research Quarterly, 14(3), 285–312.

    Article  Google Scholar 

Download references

Acknowledgments

The Canadian provider focus groups and subsequent analyses of their discussions were made possible by a Grant from Child Care Visions, Human Resources Development Canada to the Canadian Child Care Federation which conducted the study.

Author information

Authors and Affiliations

  1. Early Learning and Care Consultant, Suite 1108, 2170 Marine Drive, Oakville, ON, L6L 5V1, Canada

    Gillian Doherty

Authors
  1. Gillian Doherty
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gillian Doherty.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Doherty, G. Quality in Family Child Care: A Focus Group Study with Canadian Providers. Early Childhood Educ J 43, 157–167 (2015). https://doi.org/10.1007/s10643-014-0645-6

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-014-0645-6

Keywords

Search

Navigation