Primary Submission Category: Interventions/Programs
Community Engagement in Childcare Behavioral Health: Professional Development and Support for Rural Childcare Directors and Teachers Through ECHO for Childcare Providers
Authors: Rachel Tyrone, Torrey Robinson, Bradley Long,
Presenting Author: Rachel Tyrone*
Background: According to the CDC, 1 in 6 children aged 2–8 has a diagnosed mental, developmental, or behavioral health disorder. Among these children, approximately 16% will spend, on average, 35-40 hours a week in a community childcare setting. When considering that many childcare providers may be the first line of early identification of developmental differences, it is imperative that this workforce be equipped with knowledge and tools on early childhood development. However, given the minimal educational requirements among childcare providers, that can differ across states, childcare providers may lack foundational knowledge in early childhood health and development. Therefore, the Project Extension for Community Healthcare Outcomes (ECHO) model bridges this gap by providing access to child development experts for guidance on early childhood health and development, managing classroom behaviors, promoting early intervention, and support among childcare workers. The ECHO model has been found to be an effective method to foster community engagement. This tele-mentoring program is designed to create a virtual community of learners by connecting community partners with content experts, using video-conference technology (Zoom), brief didactics, and case studies, fostering an “all learn, all teach” approach.
Purpose: This study examines the impact of training community childcare providers using the Project ECHO model to enhance child health outcomes in Mississippi through interactive learning sessions.
Methods: Childcare providers across Mississippi were recruited for the Fall 2024 Project ECHO cohort through an online application disseminated by the Mississippi State Department of Health Childcare Licensure Office. Eligible centers were required to participate in the Child Care Payment program and were invited to enroll one director and two teachers. The cohort was divided into childcare directors (n = 27) and teachers (n = 48). Each cohort attended 10 virtual sessions covering topics such as classroom management, child development, and behavior management…