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: 7989688
• 负责人: Kathleen M Baggett
• 金额: $ 21.5万
• 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 2012-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7989688
• 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）：缺乏高质量，负担得起的儿童保育是全国关注的一个关键问题。尽管早期干预的一项重要任务是帮助儿童建立社会情感能力，但儿童护理提供者严重缺乏关于婴儿社会情感发展的知识和支持积极社会情感结果的循证护理实践。地区性和全国性的托儿质量研究表明，尽管高质量的托儿始终与更好的儿童结局相关，但只有不到10%的婴幼儿托儿环境符合良好或优秀质量的标准（NACCRRA, 2008）。考虑到全国1160万婴幼儿中有近一半接受父母以外的人的照顾，以及工作母亲的孩子平均每周花35小时照顾孩子，这是令人担忧的（NACCRRA, 2008）。在目前的应用中，我们建议采用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的社会情感结果，并在儿童保育中实施。为了方便儿童保育提供者使用该项目，我们将使用现有的基于网络的PALS项目交付系统，该系统旨在解决阻碍研究成功转化为实践的许多已知障碍（Infant Net; Feil, Bagget, Davis et al., 2008）。我们将改编《婴儿网》，通过开发反映真实儿童保育环境的新文本、音频和视频，创建儿童保育提供者的《婴儿网》（Infant Net- ccp）。婴儿网络- ccp将包括每周的会议，其中基于互动技能的教程将通过参与者创建的通过计算机眼球摄像机记录的提供者与婴儿互动的视频来增强。提供者和教练可以在互联网上同时查看这些互动，同时通过每周的电话支持一起讨论，这样就可以进行远端进度监测，从而做出有效的干预决策。在第一年，婴儿网络- ccp的适应和发展将涉及一个持续的、迭代的测试和改进过程，使用焦点小组方法，并从关键利益相关者群体（包括托儿管理员、培训师和提供者）那里获得反馈。在第一学年结束时，我们将通过对两个连续的托儿服务提供者和婴儿（每组n=10名提供者/婴儿）进行前后试点评估来继续改进。我们将在每个幼儿教室放置带有眼球摄像头和无线上网的笔记本电脑。评估结果将侧重于与提供者干预过程相关的可行性和可用性措施，以及提供者知识、技能和满意度以及婴儿社会情感功能的结果措施。