O4348: Impact of a Child Development Training Program on Foster Care Pre-Placement Facility Caretakers Confidence, Knowledge, and Attitudes

Background: In primary care settings, pediatric training emphasizes socio-behavioral and cognitive development to foster emotional resilience in children. However, staff working in congregate care settings for children placed in foster care often receive limited training beyond basic safety programs. We aimed to assess and improve staff competency in six keystone areas of child development, including autonomy, academic knowledge, self regulation, secure attachment, perspective taking, and problem solving. The program aims to foster more intentional development-promoting back-and-forth interactions between child caretaker staff and children to promote early relational health and development in these high-risk pediatric populations.

Methods: We hypothesized gaps in baseline knowledge and limited consistent use of development-promoting behaviors among caretaker staff prior to intervention. Using a comprehensive REDCap survey, we assessed baseline knowledge, attitudes, and behaviors regarding early childhood development of staff at Rising Ground’s Bruner Youth Reception Center and the NYC Administration for Children’s Services Nicholas A. Scoppetta Children’s Center. A descriptive analysis was conducted to summarize responses. Post-survey responses are currently being collected one month after the training to assess retainment of knowledge and consistent implementation of practices.

Results: Across both sites, baseline survey responses from 17 staff members revealed major thematic gaps in knowledge and behavioral practices that promoted key areas of childhood development. While 41.2% of respondents reported prior early childhood development training, 88.2% expressed a desire for further resources and education. Regarding attitudes, 58.8% experienced emotional exhaustion during shifts and only 52.9% of participants reported that they felt like they were able to take steps to help reduce the impact of trauma on a child's emotional and physical health. When asked about consistent behaviors and practices that support child development, notable gaps included only 5.9% of respondents reading books to children, 5.9% reported labeling emotions when a child was upset, 11.8% reported following a child’s lead in play, and 23.5% reported giving choices to children when possible. Knowledge scores on childhood development averaged 55% accuracy.

Conclusion: The findings highlight a significant need and desire for a developmental training program to enhance staff interactions with children and promote early relational health in the congregate care setting. Participants were largely unaware of the profound impact of some of these behaviors on promoting healthy child development, especially for children facing adverse childhood experiences. Addressing these gaps in knowledge, behaviors, and attitudes could improve socio-emotional and cognitive outcomes for high-risk pediatric populations at pre-placement centers for youth entering the foster care system.