The researcher examined the experiences of three directors of child care centers that had been accredited by the National Association for the Education of Young Children (NAEYC) and six directors of child care centers that had not yet reached accreditation status. The nature and meaning of these experiences was explored through interviews with each of the directors individually, and then with each mentor and her two protégés. The purpose of this study was to understand how a mentoring program promotes change in child care programs and how that change impacts the quality of care, if, in fact, it does. Using the constant comparative method, three major findings emerged. The first finding was the critical issue of identifying, screening, and selecting protégés to participate in the Director's Mentoring Project (DMP). Factors that result in protégés remaining in the program include self-selection, having previously met or heard of the mentors themselves, awareness of accreditation standards and procedures, and knowledge of and concern about quality care for young children. The second and third findings were intertwined. They had to do with the models of mentoring used and the nature of the relationship between the mentors and protégés. The mentors and the protégés utilized a model of mentoring that was based on their understanding that the primary goal of the DMP was to either gain NAEYC-accreditation status for the center itself or to provide professional and personal support to the protégé directors. While all the mentors began the program with accreditation as their primary goal, those who developed a close and empathic relationship with their protégés came to believe that support of the directors was primary. The former utilized a more goal-oriented model of mentoring; the latter utilized a more affective model of mentoring. The nature of the mentor-protégé relationship formed a continuum from instrumental to personal and developmental. Where the mentors and protégées fell on the continuum paralleled their understanding of the purpose of the project and the model of mentoring that was adopted.

The researcher examined the experiences of three directors of child care centers that had been accredited by the National Association for the Education of Young Children (NAEYC) and six directors of child care centers that had not yet reached accreditation status. The nature and meaning of these experiences was explored through interviews with each of the directors individually, and then with each mentor and her two protégés. The purpose of this study was to understand how a mentoring program promotes change in child care programs and how that change impacts the quality of care, if, in fact, it does. Using the constant comparative method, three major findings emerged. The first finding was the critical issue of identifying, screening, and selecting protégés to participate in the Director's Mentoring Project (DMP). Factors that result in protégés remaining in the program include self-selection, having previously met or heard of the mentors themselves, awareness of accreditation standards and procedures, and knowledge of and concern about quality care for young children. The second and third findings were intertwined. They had to do with the models of mentoring used and the nature of the relationship between the mentors and protégés. The mentors and the protégés utilized a model of mentoring that was based on their understanding that the primary goal of the DMP was to either gain NAEYC-accreditation status for the center itself or to provide professional and personal support to the protégé directors. While all the mentors began the program with accreditation as their primary goal, those who developed a close and empathic relationship with their protégés came to believe that support of the directors was primary. The former utilized a more goal-oriented model of mentoring; the latter utilized a more affective model of mentoring. The nature of the mentor-protégé relationship formed a continuum from instrumental to personal and developmental. Where the mentors and protégées fell on the continuum paralleled their understanding of the purpose of the project and the model of mentoring that was adopted.

AN ABSTRACT OF THE THESIS OF Tambra J. Kent, for the Master of Science degree in the field of Education in Workforce Education and Development, presented on November 3, 2008, at Southern Illinois University Carbondale. TITLE: THE RELATIONSHIP BETWEEN CHILD CARE ISSUES AND SUCCESSFUL EMPLOYMENT FOR LOW INCOME PARENTS MAJOR PROFESSOR: Dr. Cynthia Sims This mixed method study was considered and carried out to determine the relationship between child care issues and successful employment for low income parents. The study specifically sought to determine if accessibility to affordable and quality child care are barriers to employment for low income working parents who are recipients of the Illinois Child Care Assistance Program and who live in Williamson County, Illinois. There were a total of 117 respondents who participated in the study. A questionnaire was mailed to the study population and used to collect data for the study. Findings revealed that accessibility to affordable and quality child care was not a barrier for the respondents. An inference made regarding these findings is that because these respondents are recipients of the Illinois Child Care Assistance Program and their child care is subsidized, they do not have a barrier when accessing affordable and quality child care. Subsidizing child care for low income working parents provides them with the choice of selecting a quality child care provider.

Childcare programs that provide high quality care can strengthen children's early development. One component of a quality program is having providers who are knowledgeable in child development; however, despite the understanding of these known predictors of child development, Wyoming does not require childcare providers to complete any training before beginning to work with children. Guided by the constructivist theories of Piaget, Vygotsky, Dewey, and Bruner, this objectives-based program evaluation investigated the Pathways to Professional Development program to determine participants' perceptions of the strengths and weaknesses of the program. A researcher-produced survey was created based on the objectives of the program and consisted of open-ended and Likert scale questions. This survey was completed by 35 childcare providers who completed the 3 modules of the Pathways program. Data analysis began by identifying potential categories, comparing and contrasting emerging themes, and looking for emerging patterns in participant responses. Key results indicated that the participants of this program gained knowledge about child development and developmentally appropriate practice. The implications for social change from this research are directly related to the early childcare providers, children, and ultimately the communities of Wyoming. By increasing the knowledge of childcare providers, higher quality care can be provided, leading to positive relationships, stimulating learning experiences, and to a greater likelihood of children reaching their full potential.