UMD Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/3
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item Family Child Care: Characteristics, Relationships, and Parent Outcomes(2022) Jimenez Parra, Laura Fernanda; Jones Harden, Brenda; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Researchers employing qualitative methods consistently emphasize the close relationship between parents and providers as a unique feature of family child care (FCC) arrangements that is often missed in quality improvement initiatives (Ang et al., 2017; Hooper et al., 2019). Strong parent-provider relationships may be a critical conduit to support positive provider, parent, and child outcomes (Blasberg et al., 2019; Forry et al., 2012). However, little is known about how these constructs operate in FCC settings. I examined the association between FCC providers’ characteristics, the quality of the parent-provider relationship, and how these connections relate to parental involvement and well-being. My results revealed that FCC providers’ educational attainment and the pleasure they derived from their profession were positively associated with the quality of the relationship they formed with families in their programs. However, these relationships were not found to be related to FCC providers’ years of experience, feelings of burnout and stress, and professional development. Further, parents’ perceptions of this relationship were related to better parental mental health outcomes. Yet, there were mixed associations between parents’ perceptions of the parent-provider relationship and their engagement in their children’s education. Findings of this study highlight the need to understand the distinct aspects of quality in FCC settings. FCC offers unique features, such as closer parent-provider relationships, that need to be examined to successfully promote high-quality care in FCC homes and to inform the early childhood field about mechanisms that support positive outcomes in FCC providers and the families they serve.Item "It's like we're raising that child together:" Parents, center-based child care providers, and the work of creating relationships(2011) Speirs, Katherine Elizabeth; Anderson, Elaine A; Roy, Kevin M; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Today, most children experience some form of non-parental child care before entering school. The popularity of child care has led scholars to investigate its impact on children's development. In particular, researchers and theorists agree that children benefit when parents and providers form partnerships that include frequent and constructive communication. However, less is known about how parents and providers establish and maintain partnerships. I used a qualitative approach to examine how parents of young children and center-based child care providers understand the parent and provider roles and establish and maintain relationships. During a year of field work at two privately-owned child care centers, I generated 112 sets of field notes from participant observations and conducted in-depth semi-structured interviews with 23 parents and 17 child care center staff members. Using both observations and interviews allowed me to witness parent-provider relationship formation firsthand and explore parents' and providers' perspectives. Additionally, generating several different types of data from multiple sources allowed for triangulation and a rigorous research design. I used a modified grounded theory approach to analyze my data. My findings suggest that parents and providers saw five components to the provider role: physical caregiving, emotional care, teaching, fostering development, and family support. The parent role had two main components. Child care providers and parents expected that parents would be involved in the child care center through the donation of goods, money and/or time. In addition to involvement in the center, parents also felt responsible for monitoring and directing the providers' caregiving. I identified five distinct parent-provider relationship types: basic familiarity, working relationships, partnerships, independent relationships, and discordant relationships and present a model that explains how these relationships are established and maintained. Research and theory suggest that children benefit when parents and providers form partnerships. However, I found that establishing and maintaining partnerships requires time, effort, and a specific skill set from parents and providers as well as opportunities for regular communication. Class-based patterns emerged from my data which suggest that middle-class parents may be in a better position to form partnerships with their providers. Therefore, it may be unrealistic to expect all parents and providers to work collaboratively. Rather, the benefits of alternative relationship types should be explored. Implications for future research, early care and education programming and the design of measures to assess the quality of parent-provider relationships are discussed.