Author： Davis Elise Priest Naomi Davies Belinda Smyth Lisa Waters Elizabeth Herrman Helen Sims Margaret Harrison Linda Cook Kay Marshall Bernie Williamson Lara
Publisher： Routledge Ltd
ISSN： 0300-4430
Source： Early Child Development and Care, Vol.182, Iss.9, 2012-09, pp. : 1193-1208
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
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.
Related content
Access to resources
Recommend
