Information-Seeking in Family Day Care: Access, Quality and Personal Cost
Saved in:
| Title: | Information-Seeking in Family Day Care: Access, Quality and Personal Cost |
|---|---|
| Language: | English |
| Authors: | Corr, L., Davis, E., Cook, K., Mackinnon, A., Sims, M., Herrman, H. |
| Source: | European Early Childhood Education Research Journal. 2014 22(5):698-710. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Preschool Education Early Childhood Education |
| Descriptors: | Information Seeking, Child Care Centers, Child Care, Access to Education, Educational Quality, Costs, Child Welfare, Well Being, Focus Groups, Interviews, Information Sources, Caregiver Attitudes, Child Caregivers, Social Networks, Network Analysis, Internet, Caseworkers, Coordinators, Peer Groups, Preschool Education, Information Needs, User Needs (Information), User Satisfaction (Information), Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.1080/1350293X.2014.969083 |
| ISSN: | 1350-293X |
| Abstract: | Family day-care (FDC) educators work autonomously to provide care and education for children of mixed ages, backgrounds and abilities. To meet the demands and opportunities of their work and regulatory requirements, educators need access to context-relevant and high quality information. No previous research has examined how and where these workers access information. This study aimed to explore how and where FDC educators access information on children's social and emotional well-being. Data on information-seeking by educators was collected using focus groups and individual interviews. We found that educators use a range of networks to source information on children's social and emotional well-being. Information networks comprise other educators, FDC coordination staff, external health and childhood professionals, and the Internet. The availability, quality and personal costs associated with different sources have implications for educators and the collective capacity of FDC to respond to changing evidence and government requirements. |
| Abstractor: | As Provided |
| Number of References: | 27 |
| Entry Date: | 2014 |
| Accession Number: | EJ1046869 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Family day-care (FDC) educators work autonomously to provide care and education for children of mixed ages, backgrounds and abilities. To meet the demands and opportunities of their work and regulatory requirements, educators need access to context-relevant and high quality information. No previous research has examined how and where these workers access information. This study aimed to explore how and where FDC educators access information on children's social and emotional well-being. Data on information-seeking by educators was collected using focus groups and individual interviews. We found that educators use a range of networks to source information on children's social and emotional well-being. Information networks comprise other educators, FDC coordination staff, external health and childhood professionals, and the Internet. The availability, quality and personal costs associated with different sources have implications for educators and the collective capacity of FDC to respond to changing evidence and government requirements. |
|---|---|
| ISSN: | 1350-293X |
| DOI: | 10.1080/1350293X.2014.969083 |
