Relationships in We Grow Together: A Professional Development System to Improve Caregiver-Child Interactions for Infants and Toddlers

• In Event: Responsive Relationships in the ECE Workforce: Improving Knowledge and Care for Young Children

Abstract

Developmental outcomes of infants and toddlers are influenced by interactions with caregivers in early care and education (ECE). The NICHD longitudinal study indicated an association between the quality of ECE interactions in infancy and later readiness for school (NICHD Early Child Care Research Network 2002). A study of the Q-CCIIT observational measure (Atkins Burnett et al. 2015) indicated more limited support for language and cognitive development than for social-emotional development in caregiver interactions with infants and toddlers, underscoring the importance of supporting caregiver professional development (PD).
PD coaching is most effective when it is sustained, actively engages caregivers, and emphasizes respectful coach-caregiver relationships (Artman-Meeker et al. 2015; Dunst et al. 2015; IOM and NRC 2015; Mattera et al. 2013). Coaching strategies that may benefit infant-toddler caregivers include building trusting relationships, goal setting, frequent feedback, self-reflection, and quality observations (IOM and NRC 2015; Weinstock et al. 2012; Zaslow et al. 2010b).
This presentation will describe findings from a 2018-2019 field test of the We Grow Together PD system (WGT; Figure 1), which aims to help infant-toddler caregivers engage in high-quality interactions to support children’s development. WGT online resources are research-based and combined with evidence about supporting adult change through coaching relationships. Local PD providers were trained in an ongoing relationship-based PD approach and provided resources to help them build a trusting, respectful relationship with the caregivers and use effective coaching and behavior change practices from the literature. Overall, WGT was designed to support relationships between caregivers and their PD providers and also between caregivers and infants/toddlers.
We investigated the following research questions (RQs):
1) How do caregivers describe their relationship with their PD provider?
2) Does PD provider support for using WGT influence changes in caregivers’ interactions with infants and toddlers?
The field test sample included 271 caregivers from centers and family child care homes paired with 168 PD providers. We surveyed caregivers and conducted observations of caregiver-child interactions using the Q-CCIIT before and after WGT implementation. Forty-six percent of caregivers identified as White, 39 percent as Black, 25 percent as Latino, and 5 percent as Asian. Almost half of the caregivers had previously worked with their provider (48.6 percent). Despite time challenges, most pairs met in-person or virtually more than monthly during WGT.
RQ1: After WGT, caregivers reported having a positive relationship with their provider (mean of 3.8 on a 4-point scale). Caregivers reported they trusted their provider (3.8), felt comfortable asking them questions (3.8), and felt respected (3.9). Caregivers reported collaborating with their provider to set individualized goals to meet their needs.
RQ2: Having a PD provider who participated in WGT training was associated with caregivers’ reporting stronger self-efficacy at the conclusion of WGT. Caregivers who reported that their provider supported their efficacy made greater gains in supporting cognitive development when measured with Q-CCIIT (Table 1).
Overall, caregivers reported satisfaction with their relationship with the PD provider. The providers influenced caregivers’ feelings of self-efficacy, and providers influenced caregivers’ supportive interactions with children in the cognitive domain.

Authors

• Shannon C Monahan, Mathematica Policy Research - New Jersey
  Presenting Author

• Sally Atkins-Burnett, Mathematica
  Non-Presenting Author

• Louisa Banks Tarullo, Mathematica - Massachusetts
  Non-Presenting Author

• Ann Li, Mathematica Policy Research - Massachussetts
  Non-Presenting Author