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

Elise Davis*, Naomi Priest, Belinda Davies, Lisa Smyth, Elizabeth Waters, Helen Herrman, Margaret Sims, Linda Harrison, Kay Cook, Bernie Marshall, Lara Williamson

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)1193-1208
Number of pages16
JournalEarly Child Development and Care
Volume182
Issue number9
DOIs
Publication statusPublished - Sep 2012
Externally publishedYes

Keywords

  • social and emotional wellbeing
  • mental health
  • mental health promotion
  • early intervention
  • family day care

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