Cultures of Well-Being Built on Respect in Birth to 3

• In Event: Creating Respectful Caring Cultures From Birth to Three: Moving From Research to Policy

Abstract

The PURPOSE of the study was to describe what the policy of continuity of care in Birth-3 centers ‘looks like’ when fully implemented in quality settings and consider advantages and challenges from the perspectives of teachers, teachers’ aides, directors, and parents. Further, the researcher considered if continuity of care, a practice widely endorsed as ‘best practice,’ delivers on the promises its proponents claim. A qualitative comparative case study of master lead teachers from 2 rooms in 2 programs at one university system was utilized. Teachers in the study had experience in their programs before and after implementation of continuity of care.
The Theoretical Frames included Bronfenbrenner’s Bioecological Systems Theory, Noddings Ethics of Care/Caring; and Seligman’s Well-being. The major bodies of research that inform this study include attachment theory, caregiver/teacher sensitivity and responsiveness, the literature related to quality and ‘best’ practice in childcare, research on infant/toddler environments that promote growth, development and learning, leadership in early childhood, and family-centered practice.
Method was a qualitative descriptive comparative case study utilizing two cases.
Participants (N = 29): 4 Lead Subjects, Infant/Toddler Teachers (2 per room); 8 parents (4 from each room); 9 preschool teachers; 2 Teachers’ Aides from Infant/Toddler Classrooms (1 per program); 4 Administrators; and 3 additional Infant/Toddler Teachers (2 from one program; 1 from other).
Data/Analyses included Semi-Structured Individual Interviews of Co-Lead Infant/Toddler Teachers and Aides and Group Interviews with 2 groups of Preschool Teachers from 2 programs; Administrators; a Focus Group of Infant/Toddler Teachers; and a Questionnaire of Beliefs for All Participants. Transcribed interviews were coded for emergent themes, metaphors, and concepts related to the theoretical frames. A constant comparative method was used throughout the transcription process. Themes from analysis were considered with results from analysis of the beliefs questionnaire helped the researcher generate a discussion protocol for a forum group discussion. A final focus group discussion added insight to the overall description that emerged.

FINDINGS Known benefits from literature were confirmed including: Teachers report having ‘deep knowledge’ and understanding of individual children’s needs and development, and able to make plans accordingly; knowledge noted and valued by parents; Families/teachers invest in relationships for long-term, knowing they will be together over time; and Children’s development and learning smoother with fewer transitions, not needing to constantly renegotiate new relationships with peers, teachers and environments.
Significant Contributions were made by confirming previous findings as well as new findings including: parents want affection shown to their babies; transition to preschool for children, families, and teachers facilitated when birth-3 and preschool programs in same building; families with 3 years in a family-centered continuity program feel ‘empowered when enter preschool; interesting was there are multiple types of ‘continuity’ found to co-exist in successful programs, including continuity: in birth to 5 rather than just birth to 3; in the teaching team; between home and program; and with leadership and philosophy across the program.

Authors

• Mary Benson McMullen, Indiana University

• Hyojin Kim, Yakima School District

• Alina Mihai, Indiana University

• Na Ra Yun, Indiana University - Bloomington