Browsing by Author "Hooper, Alison"
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Item Child Temperament as a Moderator of Promoting First Relationships Intervention Effects Among Families in Early Head Start(Prevention Science, 2022-01-21) Hustedt, Jason T.; Hooper, Alison; Hallam, Rena A.; Vu, Jennifer A.; Han, Myae; Ziegler, MelissaAs availability of parent–child interaction curricula increases, Early Head Start (EHS) provides a relevant context to test research-based parenting models as part of everyday practice. We trained EHS staff to incorporate the Promoting First Relationships (PFR) intervention into ongoing weekly home visits with mothers and their young children (n = 102) enrolled in EHS. Children had a mean age of 19.75 months and were 56% Hispanic, 23% Black, and 14% White. Families were randomly assigned to an intervention group where they participated in PFR as an EHS enhancement, or to a waitlist-control group where they received only typical EHS services. To explore the possibility that effectiveness of parent–child curricula may differ based on child characteristics, we used linear regression to examine children’s temperament as a potential moderator of PFR efficacy on outcomes related to parenting stress, family functioning, and parent–child interaction. While we did not find a significant main effect of PFR for the full sample, there were several significant moderated effects. For families where children showed higher levels of surgency, mothers’ parenting stress was significantly reduced after PFR participation. Also, when children showed higher levels of negative affect, mothers demonstrated higher sensitivity in parent–child interactions after participating in PFR. Given findings from our exploratory study, agencies should consider the characteristics of families served and the match with intervention priorities, when selecting intervention programs. When delivered as a home visitation enhancement, PFR may be a valuable support for certain enrolled families, based on child characteristics including high levels of surgency or negative affect.Item Exploring the relationship between global quality and child engagement in toddler child care classrooms(University of Delaware, 2013) Hooper, AlisonToddlers’ engagement with their social and physical environment is an important aspect of their experience in early care and education programs. The purpose of this research study was to examine how global quality relates to children’s engagement in toddler child care classrooms. Additionally, this study explored how toddlers’ group engagement levels vary across classroom contexts, including free play, group activities, meals, transitions, and personal care routines. Thirty toddler child care classrooms participating in Delaware’s Quality Rating and Improvement System (QRIS) were observed using two observational measures. Results indicate that a strong positive relationship exists between engagement and global quality. Global quality and engagement varied significantly between Star Level 2 and Star Level 4 in the QRIS. Child engagement varied significantly by classroom context, with the highest levels of engagement documented during mealtime and free play and the lowest levels of engagement documented during transitions.Item Identifying and exploring profiles of home-based child care providers based on their beliefs and practices(University of Delaware, 2017) Hooper, AlisonThis series of studies seeks to broaden the understanding of the diverse home-based child care provider workforce through identifying categories of providers based on their beliefs about caregiving and their practices with children and families. Seven million children from birth to five receive care in home-based child care settings. However, relatively little is known about characteristics of home-based providers and how to effectively engage them in quality improvement initiatives. Through secondary analysis of the National Survey of Early Care and Education data on listed home-based providers, latent profile analysis is used to explore how providers group into profiles based on key characteristics related to their beliefs and practices, as well as additional provider characteristics that predict profile membership. A similar strategy is used to analyze a sample of licensed and unlicensed home-based providers in Delaware based on the results of a statewide survey. Finally, a multiple case study approach is used to further explore providers in each profile, specifically considering how they view their roles and the quality of the care they provide and to better understand their practices with children and families.