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Despite emerging evidence of the contributors to high-quality family day care, a comprehensive comparison of international family day care systems has not been undertaken. The aim of this paper is to compare regulated family day care (FDC) in Australia, Canada, England and Wales, Germany, Ireland, Japan, Norway, New Zealand, Sweden, and the USA, using standard information about FDC usage and each country's structural characteristics, regulatory approach, quality assurance indicators, supervision and support, and sector challenges. A template was developed by representatives of the International Family Day Care Organisation, including academics, FDC providers, and FDC educators and management staff. The paper demonstrates that, although the existing body of published research is sufficient to provide clear guidance for developing and maintaining quality FDC, this knowledge is not always being applied in current practices. Three practices, each pertaining to several countries, are of concern: (a) minimal requirements for being a regulated FDC provider, (b) minimal quality assurance guidelines, and (c) minimal provider supports. There is great potential to learn from countries that have a high level of success in providing high-quality FDC and strong support for providers and families. (Contains 6 tables.)

The outlook for teaching and learning in the homes of family child care (also called "day care" and "child minding" [the latter term is used in the United Kingdom]) is both promising and precarious. The authors believe such programs hold potential for high-quality learning, yet they suffer from lack of recognition and support. Originally, family child care in many countries was little more than impromptu care, equivalent in form and function to surrogate mothering. As such, learning experiences in such circumstances were more a byproduct of a parenting style of care. More recently, family child care has emerged as a viable educational program in its own right, serving children from birth through primary grades. In "Family Day Care: International Perspectives on Policy, Practice and Quality," Mooney and Statham (2003) compared family child care providers' viewpoints and the policies that govern their services in 10 countries. Such a global response indicates not only the extent to which families count on this service and a growing recognition of its contribution to educare, but also the imperative to examine this program's influence on young children's learning. Given the need for exemplary educare in family child care homes and ongoing dialogue on the nature of early childhood pedagogy in the United States, Sweden, and other countries, the authors offer several key considerations. First, they address the context of family child care and the meaning of "pedagogy." Next, they explain ways to use genuine, rich, and respectful curriculum practices that will enhance this particular type of program for young children. They then explain and interpret family child care through the lens of four principles, with specific case examples for Sweden and the United States. The examples were aggregated, a blended collection of vignettes shared with the authors through work-related contacts or family child care informal acquaintances. (Contains 1 note.)

Professional family child care providers' work with children from birth through age five can be exemplary, particularly with regard to building stable and substantive relational ties. Such long-term engagements with client children and their families offer potential for strong partnership with families and local contexts over time. This paper explores providers' stories that illustrate such a favourable connection: how continuity between providers, parents and neighbourhood schools becomes a mutually beneficial relationship. (Contains 1 note.)

This case study considers pedagogical techniques used in family childcare to promote children's learning experiences. Data extracted from an earlier study were used to inform this examination of four family childcare providers' pedagogy. In the current study, I use socio-cultural theory and the Reggio Emilia approach to address the following research question: how do family childcare providers describe learning experiences of children in their care? Four themes emerged from the data: responsiveness to children, children's play, reflective thinking, and didactic teaching. The study indicated that providers' work is informal, but nonetheless these caregivers follow a natural, experiential learning, along with more didactic practices common to traditional classrooms. (Contains 4 notes and 1 table.)

This article examines two constructs--ritual and intellectual integrity--as they might unfold in early childhood settings. The authors use the popular practices of closed-ended crafts, calendar exercises, and worksheets to highlight the difference between learning experiences that have become formulaic habits and those that reflect rich and potent opportunities for children's thinking, imagining, and reflecting. The authors then analyze the calendar ritual and suggest ways to modify these experiences to indicate intellectual integrity and curricular depth that early childhood educators can offer to children. (Contains 1 table and 3 notes.)

The work in family child care is becoming increasingly more professional, moving from an image of "mothering" toward one of educare. The growing demand for expertise and competence in family child care providers can be examined in light of their pedagogical experiences and the ways in which children engage in learning in providers' homes. This article is based on a phenomenological study conducted with four certified family child care providers, each with 10 or more years of experience with a wide age range of children. Data revealed that providers foster a pedagogical relationship with children along five dimensions of learning: children's skills for learning, essential opportunities for learning, two forums for learning, socio-emotional learning, and meaningful learning. The authors conclude with implications for further research.

Discusses benefits of inclusion in preschool and compares educational practices of high-quality inclusive preschools in the United States with those characterizing the Reggio Emilia approach. Offers recommendations for better serving children with special needs in inclusive settings, including viewing teachers as researchers, and using documentation to support children's development and learning and to reflect upon teaching practice. (KB)

The outlook for teaching and learning in the homes of family child care (also called 'day care' and 'child minding' [the latter term is used in the United Kingdom]) is [...]

This case study considers pedagogical techniques used in family childcare to promote children's learning experiences. Data extracted from an earlier study were used to inform this examination of four family childcare providers' pedagogy. In the current study, I use socio-cultural theory and the Reggio Emilia approach to address the following research question: how do family childcare providers describe learning experiences of children in their care? Four themes emerged from the data: responsiveness to children, children's play, reflective thinking, and didactic teaching. The study indicated that providers' work is informal, but nonetheless these caregivers follow a natural, experiential learning, along with more didactic practices common to traditional classrooms. [ABSTRACT FROM AUTHOR]

The United States is becoming more diverse, and it is essential to prepare children to be more aware of, understand, and appreciate the value of cultural diversity in a meaningful way. Teachers need to be change agents who are willing to reflect on their own cultural assumptions and perspectives, and to identify and be willing to make changes in their own biases. Understanding cultural differences is more than just knowing each culture's holidays, food, and music: it is very important to understand the underlying beliefs and values that each culture has, as well as its impact on how people behave in different cultures. Teachers need to be culturally sensitive and responsive; this includes being knowledgeable and understanding cultural, ethnic, and linguistic diversity and how to develop effective programs for linguistically and culturally diverse children and families. Understanding the importance of family-school learning experiences will help build bridges with parents and involve them in their children's schools. [ABSTRACT FROM AUTHOR]