This study used a phenomenological research design to investigate how process features of child care quality are experienced in Hmong licensed family child care settings. Interviewing with open-ended questions was relied on as the data collection method. The results included eight major themes: playtime and learning activities are structured to promote individual child’s cognitive and physical development; the child care program is founded on licensing standards of health, safety, and well-being; child care provider uses child-centered interactions in their involvement with the children; child care provider uses positive behavioral guidance in shaping children’s behaviors; fostering a bi-cultural identity in Hmong children through different approaches; the relationships between the child care providers and children are strengthened by a kinship-based-relationship and a display of affection/love and care; feeding practice is adjusted to meet the needs of each child; and the child care provider seeks support to improve his/her child care practice. The findings from this study revealed that as Hmong, the child care providers appear to perceive themselves as a bridge that connects to the next generation, and it is their moral responsibility to instill a strong foundation in cultural identity, while providing the necessary academic preparations in the Hmong children in order for those children to be a bridge for another Hmong generation. The success of bridging from one generation to another will ensure the preservation of the Hmong culture, as well as the future success of the Hmong. These results can have important implications for early childhood professionals and organizations, as well as for the Hmong community.
|Commitee:||McClure, Jack, Pye, Yvette L., Teklemariam, Amanuel|
|School:||Saint Mary's University of Minnesota|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Subjects:||Asian Studies, Educational leadership, Early childhood education|
|Keywords:||Hmong and child care, Hmong and child care quality, Hmong and process features of quality, Hmong culture and licensed care, Hmong licensed child care quality, Process features of child care quality|
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