Barriers and Challenges to Communication Between Early Childhood Educators and Ethnic/Racial-Minority Parents

• In Event: Crown Plaza Roundtable Session 3
  In Roundtable Session: Family Partnership in Early Childhood

Abstract

This exploratory, qualitative study examined the barriers and challenges that early childhood educators (ECEs) perceive and experience in their communication with ethnic-racial minority parents. Twelve ECEs’ interactions and communication with parents were observed during morning drop-off and afternoon pick-up. Five ECEs were also interviewed. Text data were analyzed using a three-tiered coding approach and domain and discourse analyses. ECEs experienced several barriers and challenges when communicating with parents, including linguistic and language barriers, limited intercultural knowledge, limited education opportunities, and conflicting sociocultural roles. Findings suggest that ECEs need interpersonal and intercultural skill development as well as coaching oriented to collaborating with ethnic-racial minority parents. Findings are applicable to early childhood researchers and practitioners, including program directors, ECEs, and teacher educators.

Author

• Kimberly Ann Blitch, The University of Alabama