A Web-Based Professional Development Program for Child Care Providers

面向儿童保育提供者的基于网络的专业发展计划

• 批准号: 8114030
• 负责人: Kathleen M Baggett
• 金额: $ 16.92万
• 依托单位: UNIVERSITY OF KANSAS LAWRENCE
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-08-01 至 2013-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8114030
• 关键词: Address; Administrator; Behavior; Caring; Charge; Child; Child Care; Computers; Development; Distal; Early treatment; Emotional; Environment; Evaluation; Evidence based intervention; Eye; Feedback; Focus Groups; Goals; Hour; Infant; Infant Development; Internet; Intervention; Knowledge; Learning; Longevity; Measures; Methodology; Monitor; Mothers; Online Systems; Outcome; Outcome Measure; Parents; Participant; Play; Process; Program Development; Provider; Quality of Care; Readiness; Relative (related person); Research; Schools; Social support; Sushi Domain; System; Telephone; Testing; Text; Time; Toddler; Training; Wireless Technology; Work; base; caregiving; cohort; design; effective intervention; evidence base; improved; intervention program; laptop; meetings; programs; public health relevance; research to practice; satisfaction; skills; social; success; usability

DESCRIPTION (provided by applicant): A critical national concern is the lack of high quality, affordable child care. Though an important charge of early intervention is to help children establish social-emotional competencies, knowledge about infant social- emotional development and evidence-based caregiving practices for supporting positive social-emotional outcomes are woefully lacking among child care providers. Regional and national studies of child care quality show that although high quality care is consistently associated with better child outcomes, less than ten percent of infant child care environments met criteria for good or excellent quality (NACCRRA, 2008). This is alarming given that nearly half of the 11.6 million infants and toddlers in the nation receive care from someone other than a parent and children of working mothers spend an average of 35 hours per week in child care (NACCRRA, 2008). In the current application, we propose to adapt the evidence-based Play and Learning Strategies program (PALS), which has been demonstrated to improve parent responsiveness and infant social-emotional outcomes, for delivery within child care. To facilitate child care provider access to the program, we will use our existing Web-based delivery system for the PALS program designed to address many of the barriers known to hinder the successful transfer of research to practice (Infant Net; Feil, Bagget, Davis et al., 2008). We will adapt Infant Net, by developing new text, audio, and video that reflect authentic childcare contexts, to create Infant Net for Child Care Providers (Infant Net-CCP). Infant Net-CCP will include weekly sessions in which interactive skills-based tutorials will be enhanced with participant-created videos of provider-infant interactions recorded via a computer eyeball camera. These interactions can then be viewed over the internet simultaneously by providers and coaches while discussing them together through weekly phone support such that distal progress monitoring can occur to make effective intervention decisions. During the first year, adaptation and development of Infant Net-CCP will involve a continuous, iterative process of testing and refinement, using focus group methodology with feedback from key groups of stakeholders, including childcare administrators, trainers, and providers. At the end of Year 1, we will continue refinement by conducting a pre-post pilot evaluation with two successive cohorts of child care providers and infants (n=10 providers/infants in each cohort). We will place laptop computers with an eyeball camera and wireless Internet access in each child care classroom. Evaluation outcomes will focus on measures of feasibility and usability relative to the intervention process for providers as well as outcome measures of provider knowledge, skill and satisfaction and infant social emotional functioning. PUBLIC HEALTH RELEVANCE: In the current application, we propose to transfer to the child care environment, the evidence-based Play and Learning Strategies program (PALS), which has been demonstrated to improve parent responsiveness and infant social-emotional outcomes. To facilitate child care provider access to the program, we will utilize our existing Web-based delivery system for the PALS program designed to address many of the barriers known to hinder the successful transfer of research to practice (Infant Net; Feil, Bagget, Davis et al., 2008; Baggett et al., in press). This research will provide important information about the usability and feasibility of a professional development program for child care providers to improve infant social-emotional outcomes.

描述（由申请人提供）：一个关键的国家关注是缺乏高质量，负担得起的托儿服务。尽管早期干预的重要指控是帮助儿童建立社会情感能力，有关婴儿社会情绪发展的知识以及基于证据的照顾实践来支持积极的社会情感成果，这在儿童保育提供者中缺乏严重的缺乏。区域和国家对儿童保育质量的研究表明，尽管高质量护理始终与更好的儿童结局相关，但不到10％的婴儿保健环境符合良好或优秀质量的标准（Naccrra，2008）。这令人震惊的是，全国的1,160万婴儿和幼儿中有将近一半从​​父母和工作母亲的孩子以外的其他人接受护理，平均每周花费35个小时的托儿服务（Naccrra，2008年）。 在当前的应用程序中，我们建议调整基于证据的游戏和学习策略计划（PALS），该计划已被证明可以提高父母的反应能力和婴儿社会情感成果，以便在儿童保育中分娩。为了促进儿童保育提供者访问该计划，我们将使用我们现有的基于Web的交付系统为PALS计划，旨在解决已知的许多障碍，以阻碍研究成功转移到实践（婴儿网； Feil，Bagget，Bagget，Davis等，2008）。我们将通过开发反映正宗育儿环境的新文本，音频和视频来适应婴儿网络，以创建为儿童保育提供者（婴儿Net-CCP）创建婴儿网络。婴儿Net-CCP将包括每周的会议，其中通过计算机眼球摄像机录制的提供商Infant互动的参与者创建的视频将增强基于交互技能的教程。然后，提供者和教练可以通过每周的电话支持一起讨论它们，以便可以进行远端进度监控以做出有效的干预决定，从而同时通过互联网查看这些互动。 在第一年，使用焦点小组方法论以及包括育儿管理人员，培训师和提供者在内的关键依赖相关者的反馈，适应和开发婴儿Net-CCP的适应和开发将涉及一个连续的，迭代的测试和改进过程。在第1年底，我们将通过与两个连续的儿童保育提供者和婴儿共同进行验证前的试点评估（n = 10名提供者/婴儿）。我们将在每个儿童保育教室中使用眼球摄像头和无线互联网访问将笔记本电脑放置。评估结果将侧重于提供者的干预过程以及提供者知识，技能和满意度以及婴儿社交情感功能的结果度量。 公共卫生相关性：在当前的应用中，我们建议将基于循证的游戏和学习策略计划（PALS）转移到儿童保育环境中，该计划已被证明是为了提高父母的反应能力和婴儿社会情感成果。为了促进托儿服务提供者访问该计划，我们将利用我们现有的基于网络的PALS计划的基于Web的交付系统，旨在解决许多已知的障碍，以阻碍成功的研究转移到实践（婴儿网； Feil，Bagget，Bagget，Davis等，2008； Baggett; Baggett et al。，in Press in Press）。这项研究将提供有关儿童保育提供者改善婴儿社会情感成果的专业发展计划的可用性和可行性的重要信息。