Research Findings: The purpose of this mixed methods study was to examine the efficacy of a practice-based approach to professional development for family child care providers working in low-income communities. This approach included a literacy coaching component that anchors knowledge in practice. One hundred and twenty-eight family child care providers were randomly assigned to three groups: a language and literacy course plus coaching, the course only, and control. Quantitative results revealed that providers who received the course plus coaching experienced statistically and educationally significant improvements in their literacy practice compared to the other two groups. Qualitative data described specific areas in early literacy that were improved as a result of this professional development intervention. Practice or Policy: Implications of these findings for child care policy and professional development programs for family child care providers are discussed.
ASJC Scopus subject areas
- Developmental and Educational Psychology