The Experiences and Working Conditions of Early Care and Education Providers Offering Non-Traditional Hour Care

• In Event: Precarious and Non-Traditional Hour Work Schedules: Examining the Working Conditions, Social Support, and Long-Term Trajectories

Abstract

Work environments are a critical yet under-examined component of high-quality early care and education (ECE). Features of the work environment and the conditions that support an early educator’s practice and well-being, including the demands they experience and the resources available to them, are linked to child, program, and educator outcomes (Cassidy et al., 2017; Grant et al., 2019; Jeon & Wells; Schaak et al., 2020). However, little attention has been paid to the experiences and working conditions of ECE educators, particularly during non-traditional hours (NTH) and across different child care settings (center-based and licensed and license-except home-based settings). NTH child care is often sought by families who work jobs with precarious work schedules, such as those working in the health care, retail, and the food industry. This comprises one-third of families of young children, necessitating a need for increasing supply of child care during these hours and understanding the experiences of providers offering this care (Lee & Henly, 2024). Working conditions are likely different during non-traditional hours than during standard hours because of the different types of activities and routines required (e.g., staying awake during overnight hours, bedtime routines) and across different child care settings.

To increase our understanding of the experiences and working conditions of early educators, this study examines 30 ECE providers who offer multiple forms of NTH care (i.e. early mornings, evenings, overnight, and weekends) and across multiple types of ECE settings (i.e. center-based programs, licensed family child care homes, license-exempt home-based child care). The following research question guided the study: What are the working conditions in NTH child care and what factors contribute to the sustainability of the NTH ECE workforce?

The study utilized Experience Sampling Method (ESM; a daily diary or time sample method) and Photovoice with a sample of 30 providers across ECE settings who offer at least one form of NTH care. Participants first engaged in a semi-structured interview that obtained information about themselves and children in their care. Participants were then sent four short surveys daily (ESM) in addition to uploading pictures that highlighted what was meaningful for them (Photovoice) across four days. The daily surveys were based on a research framework that conceptualized working conditions as comprised of job demands (physical and emotional), job control, and job resources, and providers were asked to respond about their experiences at that current moment.

The study contributes new knowledge about provider perspectives on working conditions during NTH’s as well as deepens knowledge about workforce opportunities and challenges for providers who offer a range of NTH schedules. The ESM and Photovoice methods highlight the voices and experiences of NTH ECE providers, a segment of the workforce that offers a critical support for families but who are often left out of research on quality and workforce support.

Author

• Marisa Schlieber, Erikson Institute
  Presenting Author