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Examining the feasibility of using home visiting models to support home-based child care providers

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Description:
To ensure that HBCC providers receive the support they need to successfully foster learning and development for children in their care, early childhood education systems and agencies must explore new professional development methods that align more closely with HBCC providers' needs. Some state agencies and home visiting model developers have begun to explore home visiting as a professional development approach to support HBCC providers. Home visiting is a prevention strategy provided in the home to families by qualified professionals such as social workers, child development specialists, nurses, and others. While home visiting traditionally focuses on parents and their children, the in-home model of delivery and the focus on child development topics make it well suited to adaptation for HBCC providers. To explore the potential for scaling up this model of professional development for HBCC providers, Child Trends, with funding from the Foundation for Child Development (FCD), examined home visiting models and curricula, state- and federal-level policies related to early care and education and home visiting, funding streams to support early care and education and home visiting, and the perspectives of HBCC providers and parents. The report concludes with suggestions for ways that organizations that fund research, technical assistance, and other activities to support HBCC providers can support this work. (author abstract)
Resource Type:
Reports & Papers
Publisher(s):
Country:
United States
State(s):
New York; New Jersey; Minnesota; Georgia

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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