Meaningful Contributions of Early Care and Education Workers: Crucial Component of Actionable Research

• In Event: On Listening to What Early Childhood Teachers Say: Reflections on Collaborative Inquiry, Community, and Care

Abstract

I joined our Teacher as Researcher group as part of my work as a research associate for a Research-Policy-Practice Network that facilitated this project. However, as the project continued my reasons for actively participating in it reflected my broader interests in early childhood care and education (ECCE). Through being a part of the group, I am learning more about the community of early care and education workers and the possibilities of a research process that is more inclusive of persons often excluded (Austin, 2023; Bower-Phipps et al., 2016; Perry, 2012).
We started our study as ECCE workers in various roles, each interested in the topic of diversity and equity. However, our conversations were also informed, and enriched, by the differences in our paths. A familiar pattern emerged of cycling through check-ins of the happenings for each person since we last met, discussing the progress made and needed for any research-related business of the group, sharing resources we may have encountered in our daily practices, and establishing next-steps. As our six scheduled meetings progressed, and throughout our follow-up check-ins, we drew on the strength of these similarities, differences, and in-betweens as our community of practice grew. The contributions of each member of our community of practice made it possible for the learnings from this process to emerge.
The sharing of experiences in the classroom and in prior research projects by each person has led to us learning together how to develop research questions, write collaboratively, and explore outlets for dissemination. For many in the group it was the first time approaching these tasks. As the norms of our community of practice took shape and a sense of trust was built we were able to learn from each other in new and stronger ways. While we entered the group as members of the broader community of practice of ECCE workers, we have been establishing our own community of practice and developing new ways that we can contribute to that broader community of practitioners we work with each day (Lave & Wenger, 1991). This was not always an easy task. While our differences meant we could bring various sources of knowledge, it also meant we encountered challenges of different magnitudes. Scheduling meetings around shifting schedules, being mindful of some aspects of the work being new for many of us, language differences, and considering the implications of being part of various hierarchical structures were some of the struggles of our group. By learning in a more equitable space over the last year it has served as a motivation to contribute to building more equitable conversations where each person can meaningfully contribute. For our group this has brought actionable change in our practices. Reflecting on this in my own work, I am reminded that while at times challenging, having a long-term, safe, collaborative space where each person can meaningfully contribute can be a powerful research process.

Author

• Erica Clarke Yardy, The NYC Early Childhood Research Network, CUNY & Teachers College, Columbia University