Australian family day care educators’ experiences of supporting children’s mental health, and their own mental health and wellbeing

This mixed-methods study explored (1) family day care (FDC) educators’ confidence and capability to support children’s mental health, and (2) assessed their own mental health and wellbeing. Descriptive analysis of the survey ( n = 144) highlighted that most participants were in the normal range for mental health and wellbeing; however, identifying mental ill-health in children, access to resources and awareness of support services were areas where participants were less likely to feel confident or capable. In the interviews ( n = 14), three themes were identified in the interviews for the first research question (including the central role of the FDC educator, lack of training and resources and limited professional support) and three themes were identified for the second research question (the importance of mental health for educators, being a small business owner and connecting with other educators). The results highlighted a need for additional support and resources for educators specifically targeting the mental health and wellbeing of children.

Family involvement : an analysis of family day care services family centred child care policy

This paper explores the concept of culture as the intrinsic foundation upon which societies organize child rearing routines and its impact on family involvement with early childhood education. Investigation was carried out through the lens of Family Day Care Services family centred child care policy. Drawing on in-depth qualitative interviews with a convenience sample of eleven participants from West Africa and Sri Lanka, the study considered (a) the patterns of implementation of policy principles: (b) extents to which the ECE program reflected families' cultural practices and; (c) extends to which these factors impacted family involvement. Study findings indicated diversity between West African and Sri Lankan participants' perceptions with regard to cultural expectation of ECE programming and identified limitations in cultural communication transactions as a major hindrance to family involvement. Recommendations were made for teacher training, on-going parent board meetings, and further research to aid understanding of the communities served and give voice to families.

Family involvement : an analysis of family day care services family centred child care policy

This paper explores the concept of culture as the intrinsic foundation upon which societies organize child rearing routines and its impact on family involvement with early childhood education. Investigation was carried out through the lens of Family Day Care Services family centred child care policy. Drawing on in-depth qualitative interviews with a convenience sample of eleven participants from West Africa and Sri Lanka, the study considered (a) the patterns of implementation of policy principles: (b) extents to which the ECE program reflected families' cultural practices and; (c) extends to which these factors impacted family involvement. Study findings indicated diversity between West African and Sri Lankan participants' perceptions with regard to cultural expectation of ECE programming and identified limitations in cultural communication transactions as a major hindrance to family involvement. Recommendations were made for teacher training, on-going parent board meetings, and further research to aid understanding of the communities served and give voice to families.

Foods provided to children in family day care: An observational study

Objective: To assess the quality and quantity of foods and beverages provided to children aged 0-5 years in family day care and identify structural and sociodemographic factors associated with the nutritional quality of food provided. Design: A cross-sectional study measured the food and beverages provided to children using weighed food records. The number of serves from different food groups was calculated according to the Australian Guide to Healthy Eating and a healthy food provision index score was created. Associations between structural and sociodemographic factors and healthy food provision index scores were analysed using linear mixed models. Setting: Family day care services in two large geographic areas in New South Wales, Australia. Participants: 104 children in thirty-three family day care services. Results: During attendance at childcare, most children met recommended servings of fruit but not dairy, vegetables, lean meat and meat alternatives, and wholegrains. Discretionary foods exceeded recommendations. Children’s age, socioeconomic status and the type of main meal provided were significantly associated with the healthy food provision index score. Conclusions: Foods provided to children in family day care are aligned with dietary recommendations for fruit but not vegetables, dairy, lean meat and meat alternatives, wholegrains or discretionary foods. Interventions to promote healthy eating are needed to support families and educators to improve the nutritional quality of food provided to children.

A systematic review of interventions to improve the dietary intake, physical activity and weight status of children attending family day care services

Objective:To (i) identify and synthesise findings from interventions to improve the dietary intake, physical activity and weight status of children aged 0–6 years attending family day care services; and (ii) assess the impact of interventions on family day care environments, intervention cost and adverse outcomes.Design:Medline in Process, PsycINFO, ERIC, Embase, CINAHL, CENTRAL and Scopus databases were searched in March 2019. Studies were included if they (i) evaluated an intervention to improve the diet, physical activity and/or weight of children aged 0–6 years; (ii) were delivered in family day care services; (iii) targeted child diet, physical activity and/or weight; and (iv) used a parallel control group design. Screening was undertaken by two reviewers with disagreements resolved by a third reviewer.Setting:Family day care services, also known as family childcare homes.Participants:Children aged 0–6 years attending family day care services.Results:In total, 8977 titles were retrieved, and 199 full-texts reviewed. No studies met the inclusion criteria for the primary outcome; however, two studies reporting on the secondary outcome of family day care environments were included. The 4-year community-wide obesity prevention programme and the 12-month train-the-trainer programme both reported statistically significant improvements in the healthy eating and physical activity environments of family day care, compared to cross-sectional state-average control groups.Conclusions:Findings highlight few existing interventions in family day care services and a need for high-quality controlled trials to identify effective interventions to improve children’s diet, activity and weight in this setting.

Doing Masculinities: Exploring Gender and Age in Professionalizing Family Day Care in Taiwan

This study analyzes how male childminders in different life stages conduct their work and how they approach masculinities in this profession. We interviewed 16 males from three cities in Taiwan. Data analysis identified different masculinity construction mechanisms for men younger than 50 and those older than 60. These men understand childminding differently: While the younger ones embrace professionalization to create a childminding profession that is different from traditional female work, the older ones refuse to recognize child care as an occupation and strive to blur home/work boundaries to define child care services as a family duty or housework. The research suggests that hegemonic masculinity attributes are being introduced to this female-dominated profession, along with age-related sociocultural norms that provide the context for individuals to reconstruct alternative masculinities.