About 3.7 million home-based child care (HBCC) providers care for young children who are not their own for at least five hours each week. Despite their large presence in the child care field and the role they play in caring for children, HBCC providers often struggle to access the professional development supports they need. One emerging solution to this challenge is to use home visiting as an intervention strategy to support the professional development of individuals providing care for children in their homes. While home visiting was originally designed for parents or caregivers with young children, some models have adapted their curricula to focus on supporting HBCC providers’ work with children in their care.

This brief is one in a set of three that explore the infrastructure needed to support the use of home visiting models for HBCC. The other briefs address professional development systems to support this work, and approaches to adapting home visiting curricula for HBCC providers. All three briefs draw on a Child Trends study that considered the feasibility of adapting home visiting models to support HBCC providers.