Perspectives on quality and supporting quality improvement from early childhood technical assistants working with family child care educators

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Teacher Education Pub Date : 2023-09-12 DOI:10.1080/10901027.2023.2257140

Alison Hooper, Myae Han, Martha Buell, Rena Hallam

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引用次数: 0

Abstract

Onsite, individualized support for early care and education providers has emerged as an effective strategy for supporting quality improvement. We explored how Technical Assistants (TAs) working with family child care (FCC) educators in a voluntary Quality Rating and Improvement System perceive FCC quality and the challenges they face in supporting quality improvement. We conducted qualitative semi-structured interviews with 11 TAs providing support to FCC educators. Transcripts were analyzed using open coding to identify categories related to quality and quality improvement. TAs identified numerous components of FCC program quality that inform their work and two main challenges they face related to supporting quality improvement. Results suggest TAs may benefit from additional training and ongoing support to help them meet FCC educators’ specific quality improvement needs and view FCC quality through a strength-based lens. These results can inform how TAs and other specialists are prepared and supported to work with FCC educators and how quality improvement supports can be tailored to the unique context of FCC.

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幼儿技术助理与家庭幼儿教育工作者合作对质量和支持质量改进的看法

在现场，对早期护理和教育提供者的个性化支持已经成为支持质量改进的有效策略。我们探讨了在自愿质量评级和改进系统中与家庭儿童保育(FCC)教育者合作的技术助理(TAs)如何看待FCC质量以及他们在支持质量改进方面面临的挑战。我们对11位为FCC教育者提供支持的助教进行了定性半结构化访谈。使用开放编码来分析转录本，以确定与质量和质量改进相关的类别。助教们确定了FCC项目质量的许多组成部分，这些组成部分为他们的工作提供了信息，以及他们在支持质量改进方面面临的两个主要挑战。结果表明，助教可以从额外的培训和持续的支持中受益，以帮助他们满足FCC教育者的特定质量改进需求，并通过基于优势的视角来看待FCC质量。这些结果可以告知助教和其他专家如何准备和支持与FCC教育者一起工作，以及如何根据FCC的独特背景定制质量改进支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Childhood Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

16.70%

发文量

期刊介绍： The Journal of Early Childhood Teacher Education, the official journal of the National Association of Early Childhood Teacher Educators, publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. JECTE welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, letters to the editor and book reviews.