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Building Leadership Capacity of Family Home Childcare Providers

Posted on: Friday, 24 February 2006, 06:00 CST

By Lanigan, Jane; Peterson, Karen; Jewett, Jan

Family home childcare providers play an important role in the delivery of essential childcare and in early learning. According to the 1999 U.S. Census, 30.7% of children under 5 years of age in nonparental care attend organized family home care (Child Care Bureau, 2001). In Washington State, 27% of children attend regulated family home childcare (Child Care Resources Washington, 2000). Yet, family home childcare providers seem to be absent from the discourse regarding quality early learning services. Providers report experiencing: isolation; a lack of respect from other early childhood professionals, parents, family, and community; low commitment to the profession; low self-worth; and a lack of empowerment (Gable & Halliburton, 2003; Taylor, Dunster, & Pollard, 1999). To counter these trends, the Support for Early Learning and Families (SELF) council initiated the Family Home Childcare Capacity Building Project (FHCCBP).1 This article presents the FHCCBP conceptual model, programs, strategies, and evaluation findings.

Conceptual Model of Leadership Capacity Building

Buck (2003) suggested that building capacity involves increasing both internal and external leadership skills. Internal leadership refers to individual growth and individual qualities and external leadership is demonstrated through behavior or actions. Leadership development requires strategies that enhance internal capacity to move toward external leadership behaviors. Contextual elements include a supportive environment, available resources, active engagement, reflection, and coaching (Bacon, 2003; Ouellette, Lazear, & Chambers, 1999). Individual feelings of self efficacy and the relationship in which leadership development occurs are considered critical affective components (Family Child Care Partnerships [FCCP], 2004; Nail, 2005). FHCCBP strategies used an empowerment model that acknowledged providers' existing strengths and skills, their capacity for self-direction, and professionalism. Internal leadership development and the affective domain received greater emphasis because these were viewed as prerequisites for external leadership.

Programs for Family Home Childcare Providers

Leadership development strategies were introduced into existing and newly created programs for Clark County Family Home Childcare Providers (CCFHCP). Table 1 describes the programs selected for FHCCBP.

Table I. Programs Selected for FHCCBP

Leadership Capacity Building Strategies

Family home childcare providers were given several options for improving their facility, skills, and knowledge. The comprehensive empowerment strategy focused on building internal capacity by making resources available on a self-initiated basis rather than on a mandated basis, building relationships with and among providers, and capitalizing on strengths. External capacity building strategies focused on creating opportunities for family home childcare providers to assume a leadership role at their childcare site, with the parents of children they care for, and in the community. Below are descriptions of the three internal and three external capacity building strategies, the rationale for their adoption, and examples of program integration.

Strategy 1: Structure programs so that participation is provider driven

Provider driven programs and services send the powerful message that family home childcare providers are capable of self- determination. Family home providers applied for mini-grants and justified the planned use of funds; determined when a professional consultation was needed, elected to access the enrichment programs and resources offered through the Family Resource Centers (FRC); and applied to participate in the Family Home Provider Cohort.

Several programs nationwide have used successfully a provider initiated approach to build capacity in the home childcare community (Early Education Quality Improvement Project, 2005; Michigan Child Care Futures Project, 2005; T.E.A.C.H., 2005). Tiered compensation systems that encourage family home providers to pursue education and initiate site accreditation have been welcomed (National Association for Family Child Care, 2005; Professional Family Child Care Association, 2005). In contrast, mandatory programs administered by entities outside the profession establish the precedent that family home childcare providers lack the capacity or need to self-govern and often create an adversarial climate.

Strategy 2: Focus on Building Relationships

The Clark County Childcare Resource and Referral Team (CCCRT) was trained in motivational interview practices that foster a collaborative partnership with providers based on mutual respect. Programs at neighborhood based FRCs promoted networking among providers operating in close proximity and initiated relationships with the library, the elementary learning community, and other community resources. The family home childcare provider cohort attended monthly facilitated meetings and received frequent site visits from the project mentor. As a result, the cohort established close, sustained relationships and exhibited the greatest increases in internal and external capacity, further validating the premise that leadership development is most likely to occur within the context of an ongoing supportive relationship.

Strategy 3: Adopt a Strengths Based Approach

When providers perceive that their skills, expertise, and knowledge are acknowledged, they are empowered to enter into collaborative relationships, seek resources, adopt new practices, and attempt changes. If a provider feels diminished by participation in programs or services, they are likely to avoid future involvement. FHCCBP provided extensive in-service education for staff on motivational interview techniques and strengths based approaches.

Strategy 4: Affirm Leadership Role at Home Childcare Site

The Family Home Childcare Provider cohort used the Family Day Care Environmental Rating Scale (FDCERS) (Harms & Clifford, 1989) to evaluate their site and identify areas for improvement. This experience acknowledged the capacity of providers to examine reflectively their family home childcare practice and extend their capabilities to exercise external leadership by seeking resources (minigrant, FRC programs, CCCRT) that enhanced their program's quality.

Strategy 5: Support Information Sharing with Parents

Providers became critical links between parents and community resources when they shared with parents information on community resources and children's development. This shifted family home childcare providers from the role of babysitter to collaborative partner in meeting the developmental needs of children in their care, and it was the first step in reducing isolation.

Strategy 6: Encourage Involvement in Early Childhood Community

The FHCCBP invited family home childcare providers to participate on kindergarten transition teams, serve on the Childcare Resource & Referral Advisory Board and the FRC Advisory Board. Networking opportunities were built into all trainings. Family Home Childcare Cohort members participated in presentations to disseminate program information, conducted a best practices workshop for other childcare providers, and mentored individuals who were hoping to start a family home childcare business or improve their existing childcare site. Inclusion of family home childcare providers on committees and work teams involved in early childhood issues acknowledges their ability to contribute, provides leadership opportunities, raises the profile of the profession, and adds an important perspective.

Evaluation Results

The FHCCBP supported three levels of ecologically based leadership-enhancing initiatives: community-wide programs (mini- grants, CCCRT), neighborhood-focused initiatives (Read & Play [R& P], literacy resource kits, provider training, participation in advisory board and kindergarten transition teams), and intensive individual development programs (Family Home Childcare Provider Cohort). Evaluation of the FHCCBP included quantitative and qualitative approaches that assessed both process and outcome. The evaluation plan and instruments were approved by the Washington State University IRB. Results from the project should be viewed with caution because a relatively small number of providers was involved and the sample was drawn from a limited geographic area.

Community Wide Programs

Ten percent (15) of the 148 providers who had used the CCCRT were randomly selected for qualitative interviews. Three themes related to capacity building emerged: resources, relationship, and change. The provision of resources in the form of mini-grants, written resources, information, and referrals was cited as most beneficial. The relationship with the CCCRT member built internal capacity when providers felt they were treated as partners, with their skills and efforts acknowledged. When a collaborative relationship was not established, providers stated they would not call the CCCRT in the future. More than 80% of those interviewed reported making changes in routines, behavior management, classroom environment, or communication as a result of their interaction with the resource team. Providers cited the supportive relationship and resources as p\rimary change agents.

Neighborhood Based Initiatives

During the 15-month evaluation period, 195 childcare providers attended R & P programs at the Family Resource Centers. Ninety-five literacy resource kits were in circulation and were checked out 310 times. The family home childcare provider cohort hosted R & Ps at their sites, involving the families in activities, education, and site improvements. Fifteen providers attended the FRC childcare provider trainings and reported increased awareness of center resources, but no ongoing contact with fellow participants.

Intensive Individual Development Program

Pre/post analysis of FDCERS conducted at the family home demonstration sites using a paired samples / test found statistically significant change in basic skills (t (2) = 6.928; p = .02). Use of an environmental rating scale within a mentoring relationship seemed to promote internal capacity. The mentor and cohort design established a supportive environment for leadership growth as evidenced by cohort members' involvement with the FRC advisory board, kindergarten transition teams, and presentations at local early learning events and conferences. The intensive individual leadership development program resulted in the greatest demonstration of external capacity.

Process Evaluation

Process evaluation found that the FHCCBP selfreferral approach took longer to implement and faced several barriers. Family home childcare providers expressed concerns that seeking help or resources would be interpreted as deficiencies. Challenges included marketing the programs and overcoming and communicating their autonomy from childcare regulators. Family home childcare providers lacked formal communication systems such as a professional organization or newsletter. Those involved in existing informal communication forums were suspicious of individuals outside the family home provider community. As family home childcare providers benefited from FHCCBP programs and shared their experiences informally, utilization of available services gradually increased.

Discussion and Implications

The need to develop a career path as well as increase professionalism, retention, and public regard of individuals operating family home childcare has been well documented (Gable & Halliburton, 2003) as has the relationship between quality care and provider commitment, practices, and training (Clark-Stewart, Vandell, Bruchinal, & McCartney, 2002; Kontos, Howes, & Galinsky, 1996; Wisconsin Child Care Research Partnership, 2003).

The FHCCBP demonstrated that when planning and implementing programs for family home providers, it is valuable to incorporate strategies that develop leadership. Capacity building strategies that empower, increase self efficacy, and provide opportunities for leadership have the potential to transform family home providers into early learning professionals. This elevates the status associated with the family home childcare provider career and contributes to raising the overall quality of care.

References

Bacon, T. R. (2003). Helping people change. Industrial and Commercial Gaining. 35(2/3), 73-77.

Buck, S. (2003). Building capacity through leadership development programs. Journal of Family & Consumer Sciences. 95(3), 8-11.

Child Care Bureau. (2001). Child care and development fund. Table 6. Retrieved on February 9, 2005 from, http://www. acf.hhs.gov/ programs/ccb/research/01acf800/setdet6.htm.

Child Care Resources Washington. (2000). Statistics and trends: 2000 annual report. Retrieved February 9, 2005 from, http:// www.childcare.org/child-care/ccr-annual-report2000.pdf

Clark-Stewart, K. A., Vandell, D. L., Bruchinal, M. O., & McCartney, K. (2002). Do regulable features of child care homes affect children's development? "Early Childhood Research Quarterly. 77(1), 52-86.

Early Education Quality Improvement Project. Retrieved February 10, 2005 from, http://www.nccic.org/ccpartnerships/ profiles/ equip.htm.

Family Child Care Partnerships. (2004). The FCCP mentoring approach. Retrieved February 10, 2005 from, http://www. humsci.auburn.edu/fccp/mentoring.html.

Gable, S., & Halliburton, A. (2003). Barriers to child care providers' professional development. Child and Youth Care Forum, 32(3), 175-193.

Harms, T., & Clifford, R. M. (1989). Family day care rating scale. New York: Teachers College Press.

Kontos, S., Howes, C., & Galinsky, E. (1996). Does training make a difference to quality in family child care? Early Childhood Research Quarterly. 11(4), 427-445.

Michigan Child Care Futures Project. Project overview. Retrieved February 10, 2005 from http://www.mi4c.org.

Nail, M. A. (2005). Leadership development: Strengthening families and securing communities, journal of Family & Consumer Sciences, 97(1), 18-21.

National Association for Family Child Care. NAFCC accreditation and professional family child care. Retrieved February 11, 2005 from, http://www.nafcc.org/accred/accred.html

Ouellette, P. M., Lazear, K., & Chambers, K. (1999). Action leadership: The development of an approach to leadership enhancement for grassroots community leaders in children's mental health. The Journal of Behavioral Health Services & Research. 26(2), 171-184.

Professional Family Child Care Association. Retrieved February 11, 2005 from, http://www.pfcca.org/

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

T.E.A.C.H. Early Childhood Project. Retrieved February 10, 2005 from, http://www.nccic.org/ccpartnerships/profiles/ teach.htm.

Wisconsin Child Care Research Partnership. (2003). What characteristics contribute to quality in family child care? Retrieved February 11, 2005 from, http://www.uwex.edu/ ces/flp/ wccrp/pdfs/brief11.pdf

Jane Lanigan, PhD (Lanigan@vancouver.wsu.edu) is Extension Specialist and Instructor; Karen Peterson, PhD, is Associate Chair, Area Director, and Professor; and Jan Jewett, PhD, is Program Coordinator, Child Development Program. All authors are at Washington State University Vancouver.

1 The Family Home Provider Capacity Building Project was supported by an Early Learning Opportunity Discretionary Grant from the U.S. Department of Health and Human Services, and a Readiness- to-Learn Grant from the Washington State Office of the Superintendent of Public Instruction.

Copyright American Association of Family & Consumer Sciences Jan 2006

Source: Journal of Family and Consumer Sciences

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