Australian Family Day Care Educators: A Snapshot of their Qualifications,Training and Perceived Support

Abstract

Introduction

Although the family day care workforce has changed over the past decade in response to evolving childcare regulations and accreditation requirements, there is little research on family day care educators in Australia. The aim of this study was to describe characteristics of Australian family day care educators, including their qualifications, professional training, characteristics of the children they care for, and connections to their family day care scheme and community organisations.

Methods

Secondary data analysis was conducted using cross-sectional data from Wave Two of the Longitudinal Study of Australian Children (LSAC) Birth Cohort. Data from family day care (FDC) educators were extracted from the mail-out Home-Based Carer (HBC) survey completed by 207 FDC educators (56% response rate). Descriptive statistics were used to profile demographics and qualifications of FDC educators, their scheme and community connections, and the characteristics of children in their care.

Results

More than half of the FDC educators did not have qualifications specific to early childhood; 28 per cent of educators were currently studying in the area; and a quarter were qualified. One-third of educators were caring for at least one child with a disability or developmental delay, 27 per cent were looking after children from non-English speaking backgrounds, and 16 per cent were looking after children from Aboriginal or Torres Strait Islander backgrounds. Most FDC educators reported a high level of connection with their coordinating scheme (89%) but that assistance from other organisations such as schools, preschools or childcare centres was rare.

Discussion

The results from this study reflect the movement in FDC towards gaining formal qualifications. Given that many educators were caring for children from culturally and linguistically diverse backgrounds and had special needs, tailored support is needed to build their knowledge, skills and confidence to ensure inclusive care provision. Isolation of FDC educators from the wider community and other child-centred organisations highlights potential to develop connections outside of FDC to facilitate professional development and support.

Get full access to this article

View all access options for this article.

References

Atkinson

A. M.

(1998). Stress levels of family day care providers, mothers employed outside the home and mothers at home. Journal of Marriage and the Family, 54(2), 379–386.

Australian Bureau of Statistics (ABS) (2008). Early Childhood Learning and Care: Data sources, gaps and opportunities: Information paper. ABS Catalogue Number 4105.0.55.001.

Australian Government (2005). Quality Improvement Accreditation Systems (QIAS) Quality Practices Guide Preamble (1st edn). Retrieved 7 July 2010, from www.ncac.gov.au.

Australian Institute of Family Studies (AIFS) (2008). Growing Up in Australia: The Longitudinal Study of Australian Children, Retrieved 7 July 2010, from www.aifs.gov.au/growingup.

Baumgarter

J. J.

, Carson

R. L.

, Apavaloaie

, & Tsouloupas

(2009). Uncovering common stressful factors and coping strategies among childcare providers, Child Youth Care Forum, 38, 239–251.

Burchinal

, Howes

, & Kontos

(2002). Structural predictors of childcare quality in childcare homes. Early Childhood Research Quarterly, 17(1), 87–105.

Clarke-Stewart

, Vandell

D. L.

, Burchinal

, O'Brien

, & McCartney

(2002). Do regulable features of childcare homes affect children's development? Early Childhood Research Quarterly, 17(1), 52–86.

Department of Education, Science and Training (DEST) (2006). The Early Childhood Education Workforce in Australia, Working paper, Canberra.

Department of Education and Early Childhood Development (DEECD) (2009). Victorian Early Years Learning and Development Framework. Retrieved 11 May 2010, from www.eduweb.vic.gov.au.

10.

Department of Education, Employment and Workplace Relations (DEEWR) (2008). 2006 Australian Government Census of Child Care Services. Canberra: Commonwealth of Australia. Retrieved 2 December 2010, www.deewr.gov.au/EarlyChildhood/Resources/Pages/CensusofChildCareServices.aspx.

11.

Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, Being, and Becoming: The Early Years Learning Framework for Australia. Council Of Australian Governments (COAG). Retrieved 7 July 2010, from www.deewr.gov.au.

12.

Davies

(2010). Child development: A practitioner's guide. (3rd Edition). Guilford Press, London.

13.

Early Childhood Development Steering Committee (2009). National Quality Standard for Early Childhood Education and Care and School Age Care. Council of Australian Governments (COAG). Retrieved 7 July 2010, from www.deewr.gov.au.

14.

Family Day Care Australia (FDCA) (2010). Working for a stronger future: Family Day Care 5 year plan. Gosford NSW: FDCA.

15.

Harrison

L. J.

, Ungerer

J. A.

, Smith

G. J.

, Zubrick

S. R.

, & Wise

, with Press

, Waniganayake

, & the LSAC Research Consortium (2009). Childcare and early education in Australia. The Longitudinal Study of Australian Children. Social Policy Research Paper No. 40. Canberra: Australian Government Department of Families, Housing, Community Services and Indigenous Affairs.

16.

Hayes

C. D.

, Palmer

J. L.

, Zaslow

M. J.

(1990). Who Cares for America's Children? Child Care Policy for the 1990s. Panel on Child Care Policy. National Research Council. Washington: National Research Press.

17.

Helburn

S. W.

, Morris

J. R.

, & Modigliani

(2002). Family child care finances and their effect on quality and incentives, Early Childhood Research Quarterly, 17(4), 512–538.

18.

Horwitz

A. V.

, Spatz

Widom, C.

, Mclaughlin

, & Raskin

White H.

(2001). The impact of childhood abuse and neglect on adult mental health: A prospective study. Journal of Health and Social Behaviour, 42, 184–201.

19.

Kontos

, Howes

, & Galinsky

(1996). Does training make a difference to quality in family child care? Early Childhood Research Quarterly, 11(4), 427–45.

20.

Petrie

(1991). Child care in the 90s: responding to community needs in Australia. Report of research project ‘National utilisation trends in family day care’ for the National Family Day Care Council.

21.

Raikes

, Wilcox

, Peterson

et al. (2003). Child Care Quality and Workforce Characteristics in Four Midwestern States. Lincoln, University of Nebraska: p. 202.

22.

Siraj-Blatchford

(2004). Quality teaching in the early years. In Anning

, Cullen

& Fleer

(Eds), Early childhood education – Society and culture (pp. 137–148). London: SAGE Publications.

23.

Todd

C. M.

, & Deery-Smith

D. M.

(1996). Factors affecting turnover among family child care providers: A longitudinal study. Early Childhood Research Quarterly, 11, 351–376.

24.

Weaver

R. H.

(2002). Predictors of quality and commitment in family child care: Provider education, personal resources, and support. Early education and development, 13(3), 265.