Family day care educators: an exploration of their understanding and experiences promoting children's social and emotional wellbeing

Title
Family day care educators: an exploration of their understanding and experiences promoting children's social and emotional wellbeing
Publication Date
2012
Author(s)
Davis, Elise
Priest, Naomi
Williamson, Lara
Davies, Belinda
Smyth, Lisa
Waters, Elizabeth
Herrman, Helen
Sims, Margaret
( author )
OrcID: https://orcid.org/0000-0003-4686-4245
Email: msims7@une.edu.au
UNE Id une-id:msims7
Harrison, Linda
Cook, Kay
Marshall, Bernie
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United Kingdom
DOI
10.1080/03004430.2011.603420
UNE publication id
une:11217
Abstract
This study aimed to explore family day care (FDC) educators' knowledge of child social and emotional wellbeing and mental health problems, the strategies used to promote children's wellbeing, and barriers and opportunities for promoting children's social and emotional wellbeing. Thirteen FDC educators participated in individual semi-structured interviews. FDC educators were more comfortable defining children's social and emotional wellbeing than they were in identifying causes and early signs of mental health problems. Strategies used to promote children's mental health were largely informal and dependent on educator skills and capacities rather than a systematic scheme-wide approach. Common barriers to mental health promotion were limited financial resources, a need for more training and hesitance raising child mental health issues with parents. There is a need to build FDC educators' knowledge of child social and emotional wellbeing and for tailored mental health promotion strategies in FDC.
Link
Citation
Early Child Development and Care, 182(9), p. 1193-1208
ISSN
1476-8275
0300-4430
Start page
1193
End page
1208

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