Bobbie H. Rowland

A typology of families with children in self-care: Implications for school-age child care programming

An increasing number of schools and youth service organizations are developing school-age child care programs to serve children who wound otherwise be left in self-care. The purpose of this study was to identify the differences between families using a self-care arrangement and the implications of these differences for school-age child care program development. A sample of 164 families with school-age children in self-care (or the care of another school-age sibling), was drawn from a Southern metropolitan school system. Parents were surveyed about their self-care arrangement, the types of school-age child care services they needed, and barriers to having those needs met. Using discriminant analysis, the 164 families were reclassified into three groups. The resulting family profiles are examined in relation to school-age child care program development.

School-age child care: A review of five common arguments

During the past decade, parents and educators have increasingly expressed concern over the potential safety and developmental risks associated with children in self-care, or the care of another child (Garbarino, 1984; Harris, Kagay, & Ross, 1987; Robinson, Rowland, & Coleman, 1986; 1989; Zigler & Ennis, 1988). One result has been a growing interest in school-age child care (SACC) programs.

Children in self-care: An examination of research confounds

Abstract Families using self-care, in-home, and out-of-home child care arrangements were compared on a number of demographic variables. Certain variables (e.g., family income; marital status) were, as expected, related to the type of child care in use. However, one unexpected trend also was identified: regardless of the type of child care arrangement reported by parents, as the age of children increased across the out-of-home, in-home, and self-care family groups so too did the number of hours children spent at home alone. This trend is discussed in relation to two confounding areas of which researchers should be aware when conducting school-age child care needs assessment surveys and conducting self-care studies: (a) the context within which the self-care decision is made; and (b) the reasoning that goes into making the self-care decision.

Latchkey children and school-age child care: A review of programming needs

Latchkey children, those children left at home alone when not in school, are increasingly gaining the attention of youth service professionals. Unfortunately, little consistent latchkey research is available by which to guide school-age child care (SACC) program development. In this paper, the authors build upon their research and applied work in the latchkey/SACC field to address issues on which researchers and SACC programmers can work together to increase our understanding of the latchkey phenomenon and contribute to the development of research-based SACC programs.

Child abuse and child care: A descriptive study of center policies and caregiver experiences

Much of the recent media attention devoted to child abuse has included the child care profession, although few documented abuse cases have actually occurred within child care centers. While educational programs have been developed to help children, parents, and teachers identify and respond to child abuse, little information is available which can help caregivers prevent false accusations of abuse. Toward this end, caregivers are especially in need of strategies by which to build an open and trusting relationship with parents. This study involved a survey of 264 child caregivers about selected aspects of center policies and caregiver experiences that may influence the caregiver‐parent relationship. Implications for early childhood educators in helping caregivers to build a more open and positive relationship with parents are summarized.