Category
Early Care and Education
Child's Age
0-1 years, 1-2 years, 2-3 years, 3-4 years, 4-5 years
Participant
ECE Teachers
Languages
English, Spanish
Child Care Health Consultants (CCHCs) are trained health professionals with education and experience in early childhood health and safety who work with teachers and administrators to assess, plan, implement, and evaluate strategies to achieve high quality, safe, and healthy early care and education environments in the focus areas described in the National Center on Early Childhood Health and Wellness Child Care Health Consultant Competencies. Technical Assistance is the provision of targeted and customized supports by a professional(s) with subject matter and adult learning knowledge and skills to develop or strengthen processes, knowledge application, or implementation of services by recipients. For CCHCs, consultation involves an encounter with an early educator(s) to address a specific concern or set of concerns with at least one additional encounter to follow-up on consultation given. Coaching consists of engaging early educators in a Quality Improvement Cycle using the NC Health and Safety Assessment and Encounter Tool (HSAET). If a CCHC provides regular consultation to early educators in an ECE program, consultation will ideally transition to a coaching relationship.
English, Spanish
Technical Assistance is provided by a CCHC within the childcare facility. There is a strong preference for in-person consultation and coaching, but hybrid options are a reasonable response to environmental factors.
CCHCs work collaboratively with a regional CCHC Implementation Specialist and their hiring and funding agencies to develop and document goals based on the priorities of the community served, the needs of the ECE programs, and capacity of the CCHC program and that are aligned with the NC CCHC Service Model.
Materials: A list of recommended equipment and supplies is available at the NC Child Care Health and Safety Resource Center.
Space: CCHCs meet with early educators in the existing space at the ECE program. A quiet meeting space that supports conversation is recommended. CCHCs can be home based or have an office at their hiring agency. CCHCs require space to store materials for technical assistance and training.
Active CCHCs successfully complete the NC Child Care Health Consultant Course administered by the NC RC and stay up to date on CCHC practice by meeting the CCHC Standards of Practice. Active CCHCs are listed on registry of Active CCHCs.
Requirements for acceptance into the NC CCHC Course:
It is strongly recommended that CCHCs also complete CCHC Certification and TA Endorsement (CCHC C/E) which is equivalent to North Carolina TA Level 11 and TA Endorsement. Active CCHCs may apply for CCHC Certification/TA Endorsement (CCHC C/E) if they:
The NC CCHC Course is offered by the NC Child Care Health and Safety Resource Center.
https://healthychildcare.unc.edu
Jacqueline Simmons, MScPH, MCHES: Project Director; 800.367.2229, jdsimmons@unc.edu
CCHC Implementation Specialists: https://healthychildcare.unc.edu/child-care-health-consultants/coaching-support/
There is no cost for training CCHCs.
3414 - Child Care Health Consultation (CCHC)
TA Consultation and Coaching: Child Care Health Consultant
FY 24-25:
FY 24-25:
FY 24-25:
Evidence Based - 4 publications specific to CCHCs, including 1 randomized controlled trial, 1 quasi-experimental study with comparison groups, and 2 non-experimental studies, one of which used control or comparison groups.
Technical Assistance (TA) is an array of services (off and on site, varying in duration, products, and processes) to childcare program staff for the purpose of equipping the early childhood workforce with knowledge, skills, and attitudes to provide/improve high quality experiences and environments for young children. TA is offered through services including targeted guidance, training,1 consultation,2 coaching, planning, modeling, and support.3 Assessments and trainings supported by TA include, but are not limited to, ITERS,4 ECERS,5 FCCRS,6 CLASS,7 PAS,8 BAS,9 POEMS,10 the Pyramid Model,11 and those training and supports for Licensure,12 NAEYC Professional Development standards,13 and IECMH.14 Outcomes for TA include improved access to high quality care,15 improved ECE program environment,16 improved provider and/or director knowledge,17 enhanced program quality,18 improved teacher/child interactions,19 and increase in practice of healthy behaviors,20 among others.
The following studies are included as research relevant to supporting positive outcomes of CCHC. In Alkon et al. (2009),21 the Child Care Health Linkages Project,22 and Isbell et al. (2012),23 the CCHC sites made significant improvements on the number and quality of written health and safety policies and met more national health and safety (NHS) standards. Specifically, in Alkon et al. (2009), when consultation model, time in study, and director turnover were controlled for, treatment centers improved health and safety practices for emergency preparedness and handwashing. Similarly in the Child Care Health Linkages Project, CCHC knowledge was improved after receiving the training, as well as improvements in the percent of infants and toddlers with up-to-date immunizations for the treatment groups. There were also significant improvements in mean Health and Safety Checklist scores found in both this study and Alkon et al. (2009). In Isbell et al. the proportion of enrolled children enrolled with screening information in their files increased, including significant increases in developmental, hearing, oral, and vision screenings. Additionally, there was an increase in the percentage of children with medical homes, health insurance, and immunizations. However, there were nonsignificant changes in children with well-child physicals and emergency contact information on file. Lastly, in Alkon et al. (2002)24 there were no statistically significant differences on the health survey given pre- and post-intervention. However, the pre and posttests given for the staff workshops showed an increase in knowledge, particularly on the Communicable Disease Prevention portion. The intervention centers also improved their compliance with the National Performance Health Standards.
Alkon A., Sokal-Gutierrez K., Wolff, M. (2002). Child care health consultation improves health knowledge and compliance. Pediatric Nursing, 28(1), 61-65.
Alkon, A., Bernzweig, J., To, K., Wolff, M., Mackie, J.F. (2009). Child Care Health Consultation improves health and safety policies and practices. Academic Pediatrics, 9(5), pp. 366-370. https://doi.org/10.1016/j.acap.2009.05.005
Boyd-Swan, C., & Herbst, C. M. (2018). The demand for teacher characteristics in the market for child care: evidence from a field experiment. Journal of Public Economics, 159, 183-202. https://doi.org/10.1016/j.jpubeco.2018.02.006
Buckley, L., Martin, S., & Curtin, M. (2020). A multidisciplinary community level approach to improving quality in early years' settings. Journal of Early Childhood Research, 18(4), 433-447. https://doi.org/10.1177/1476718X20951239
Case-Study Santa Clara (n.d.) Teachstone.
Child Care Health Linkages Project. California Childcare Health Program UCSF School of Nursing September 2001–June 2004.
Cosco, N. G., Moore, R. C., & Smith, W. R. (2014). Childcare outdoor renovation as a built environment health promotion strategy: evaluating the preventing obesity by design intervention. American Journal of Health Promotion, 28(3_suppl), 32. https://doi.org/10.4278/ajhp.130430-QUAN-208
de Haan, E., Molyn, J., & Nilsson, V. O. (2020). New findings on the effectiveness of the coaching relationship: time to think differently about active ingredients? Consulting Psychology Journal: Practice and Research, 72(3). https://www.doi.org/10.1037/cpb0000175
Denton, C. A., & Hasbrouck, J. (2009). A description of instructional coaching and its relationship to consultation. Journal of Educational & Psychological Consultation, 19(2), 150–150. https://www.doi.org/10.1080/10474410802463296
Early Childhood Personnel Center. (2019). Research on Technical Assistance Models & Frameworks. https://ecpcta.org/wp-content/uploads/sites/2810/2019/11/Final-Combined-TA.pdf
Eckhardt, A. G., & Egert, F. (2020). Predictors for the quality of family child care: a meta-analysis. Children and Youth Services Review, 116. https://doi.org/10.1016/j.childyouth.2020.105205
Ehri, L. C., & Flugman, B. (2018). Mentoring teachers in systematic phonics instruction: effectiveness of an intensive year-long program for kindergarten through 3rd grade teachers and their students. Reading and Writing: An Interdisciplinary Journal, 31(2), 425–456. https://doi.org/10.1007/s11145-017-9792-7
Fox, L., Strain, P. S., & Dunlap, G. (2021). Preventing the use of preschool suspension and expulsion: implementing the pyramid model. Preventing School Failure: Alternative Education for Children and Youth, 65(4), 312–322. https://doi.org/10.1080/1045988X.2021.1937026
Han, M., Buell, M., Hallam, R., & Hooper, A. (2021). An intensive professional development in family child care: a promising approach. International Journal of Early Years Education, 29(2), 167-183. https://doi.org/10.1080/09669760.2021.1914558
Hegde, A. V., Vestal, A. R., Whited, J., Lambert, R. G., Norris, A., & Taylor, H. (2022). A Collaborative Approach Towards Mentoring and Evaluation to Support Beginning NC Pre-K Teachers Within Non-Public School Settings: Early Educator Support (EES) Program – A Model of Support and Professional Development for Teachers. In B. Zugelder & M. L'Esperance (Eds.), Handbook of Research on the Educator Continuum and Development of Teachers (pp. 381-408). IGI Global. https://doi.org/10.4018/978-1-6684-3848-0.ch019
Hemmeter, M. L., Barton, E., Fox, L., Vatland, C., Henry, G., Pham, L., Horth, K., Taylor, A., Binder, D. P., von der Embse, M., & Veguilla, M. (2022). Program-wide implementation of the pyramid model: supporting fidelity at the program and classroom levels. Early Childhood Research Quarterly, 59, 56–73. https://doi.org/10.1016/j.ecresq.2021.10.003
Hemmeter, M. L., Fox, L., Snyder, P., Algina, J., Hardy, J. K., Bishop, C., & Veguilla, M. (2021). Corollary child outcomes from the pyramid model professional development intervention efficacy trial. Early Childhood Research Quarterly, 54, 204–218. https://doi.org/10.1016/j.ecresq.2020.08.004
Isbell, P., Kotch, J., Savage, E., Gunn, E., Lu, L., Weber, D. (2012). Improvement of child care program’s policies, health practices, and children’s access to health care linked to child care health consultation. NHSA Dialog, 16(2), pp. 34-52.
Jamison, K. R., Cabell, S. Q., LoCasale-Crouch, J., Hamre, B. K., & Pianta, R. C. (2014). CLASS–Infant: An Observational Measure for Assessing Teacher–Infant Interactions in Center-Based Child Care. Early Education and Development, 25(4), 553-553. https://doi.org/10.1080/10409289.2013.822239
Kelton, R. E., Talan, T. N., & Bloom, P. J. (2013). Alternative pathways in family child care quality rating and improvement systems. Early Childhood Research & Practice, 15(2).
Le, L. T., Anthony, B. J., Bronheim, S. M., Holland, C. M., & Perry, D. F. (2016). A technical assistance model for guiding service and systems change. The Journal of Behavioral Health Services & Research, 43(3), 380–395. https://doi.org/10.1007/s11414-014-9439-2
LeMasters, A. C., & Vandermaas-Peeler, M. (2021). Exploring outdoor play: a mixed-methods study of the quality of preschool play environments and teacher perceptions of risky play. Journal of Adventure Education & Outdoor Learning, 23(4), 1-13. http://doi.org/10.1080/14729679.2021.1925564
Masterson, M., Abel, M., Talan, T., & Bella, J. (2019). Building on whole leadership: energizing and strengthening your early childhood program. Gryphon House. Retrieved August 4, 2022.
Moats, L. (2019). Teaching spelling: an opportunity to unveil the logic of language. Perspectives on Language and Literacy, 45(3), 17–20.
Morelen, D., Najm, J., Wolff, M., & Kelly, D. (2022). Taking care of the caregivers: The moderating role of reflective supervision in the relationship between COVID-19 stress and the mental and professional well-being of the IECMH workforce. Infant Mental Health Journal, 43(1), 55–68. https://doi.org/10.1002/imhj.21956
Muela, A., Larrea, I., Miranda, N., & Barandiaran, A. (2019). Improving the quality of preschool outdoor environments: getting children involved. European Early Childhood Education Research Journal, 27(3), 385–396. https://doi.org/10.1080/1350293X.2019.1600808
National Association for the Education of Young Children, National Association of Child Care Resource and Referral Agencies (2011). Early childhood education professional development: Training and technical assistance glossary. Washington, DC: National Association for the Education of Young Children. https://www.naeyc.org/glossarytraining_ta.pdf
Neitzel, J., Early, D., Sideris, J., LaForrett, D., Abel, M. B., Soli, M., Davidson, D. L., Haboush-Deloye, A., Hestenes, L. L., Jenson, D., Johnson, C., Kalas, J., Mamrak, A., Masterson, M. L., Mims, S. U., Oya, P., Philson, B., Showalter, M., Warner-Richter, M., & Kortright Wood, J. (2019). A comparative analysis of the Early Childhood Environment Rating Scale–Revised and Early Childhood Environment Rating Scale, Third Edition. Journal of Early Childhood Research, 17(4), 408–422. https://doi.org/10.1177/1476718X19873015
Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46(2), 532–566. https://doi.org/10.3102/0002831208328088
Piasta, S. B., Farley, K. S., Mauck, S. A., Ramirez, P. S., Schachter, R. E., O'Connell, A. A., Justice, L. M., Spear, C. F., & Weber-Mayrer, M. (2020). At-scale, state-sponsored language and literacy professional development: impacts on early childhood classroom practices and children's outcomes. Journal of Educational Psychology, 112(2), 329–329. https://doi.org/10.1037/edu0000380
Rentzou, K. (2017). Using rating scales to evaluate quality early childhood education and care: reliability issues. European Early Childhood Education Research Journal, 25(5), 667-681. https://www.doi.org/10.1080/1350293X.2017.1356599
Safyer, M. (2019). 76.3 Infant/early childhood mental health (IECMH). Journal of the American Academy of Child & Adolescent Psychiatry, 58(10), 109. https://doi.org/10.1016/j.jaac.2019.07.567
Scarparolo, G. E., & Hammond, L. S. (2018). The effect of a professional development model on early childhood educators’ direct teaching of beginning reading. Professional Development in Education, 44(4), 492–506. https://doi.org/10.1080/19415257.2017.1372303
Schachter, R. E., Gerde, H. K., & Hatton-Bowers, H. (2019). Guidelines for selecting professional development for early childhood teachers. Early Childhood Education Journal, 47(4), 395–408. https://doi.org/10.1007/s10643-019-00942-8
Shore, R. A., Lambert, R. G., & Shue, P. L. (2021). An evaluation of leadership professional development for early childhood directors. Leadership and Policy in Schools, 20(4), 690–703. https://doi.org/10.1080/15700763.2020.1734629
Telford, R. M., Olive, L. S., & Telford, R. D. (2021). A peer coach intervention in childcare centres enhances early childhood physical activity: The Active Early Learning (AEL) cluster randomised controlled trial. International Journal of Behavioral Nutrition & Physical Activity, 18(1). https://doi.org/10.1186/s12966-021-01101-2
Tonge, K. L., Jones, R. A., & Okely, A. D. (2019). Quality interactions in early childhood education and care center outdoor environments. Early Childhood Education Journal, 47(1), 31–41. https://doi.org/10.1007/s10643-018-0913-y
Visnjic Jevtic, A. & Rogulj, E. (2022), “Should we get support or just guidelines?” (self) assessment on mentoring of early childhood education students. International Journal of Mentoring and Coaching in Education, 11(3), 262-273. https://doi.org/10.1108/IJMCE-03-2021-0048
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Local Partnerships in purple have adopted TA Consultation and Coaching: Child Care Health Consultant (CCHC). Local Partnership contact information can be found here.