Avoiding the "Touchy-Feely" Words: An Examination of State Early Childhood Education Leaders' Code-Switching Behavior With Elementary Colleagues

• In Event: Marriott Roundtable Session 1
  In Roundtable Session: Early Childhood Leaders

Abstract

State early childhood education (ECE) and elementary leaders often collaborate on initiatives and policies meant to improve alignment across preschool through third grade (P-3) settings. Tensions between the norms and values of the ECE field and the established practices of elementary education can complicate these collaborations. As little is known about how state ECE leaders approach their work, these collaborations, in particular, provide a unique glimpse into state ECE leaders’ (n=10) intentional use of language as they navigate these interactions to build relationships and accomplish their goals. Findings of this qualitative study suggest that leaders’ code-switching behaviors may reify some negative perceptions of the field and work to assimilate ECE into the kindergarten through twelfth grade education system.

Author

• Kaitlin Northey, The University of Vermont