Listening to the Voices of Child Care Providers: Policies, Supports, and Challenges

• In Event: Poster Session 09
  In Poster Session: PS 09 Topic - School Readiness/Childcare

Abstract

Background: Despite high rates of suspension/expulsion of young children by child care providers (Gilliam & Shahar, 2006; Meek, 2016), and the documented association between provider experiences and suspension/expulsion rates (Silver & Zinsser, 2020), relatively few efforts have been made to include child care providers’ voices, experiences, and perceptions when making recommendations for policies related to child care (Shdaimah et al., 2018). The present study is a follow-up effort related to the Minnesota Early Care and Education (MECE) Study, which focused on prevalence rates of suspension and expulsion practices in child care centers in the state of Minnesota, as well as providers’ reports of challenging child behaviors, trainings received, and support from administrative agencies. The present study seeks to understand through in-depth interviews with suspending or expelling providers a) processes of suspension/expulsion in early childhood settings, b) common sources of provider stress, and c) available and desired supports and resources.

Methods: Data are being collected via video interviews with home-based and center-based child care providers from rural and urban areas of Minnesota (current N = 18; target N = 20). Providers were randomly selected from the original sample of MECE providers (N = 320) who endorsed suspending and/or expelling at least one child from their child care group since September 1, 2018. The semi-structured interview gives providers the opportunity to describe their perceptions of behavior problems, the utility of suspension/expulsion, the process of suspension/expulsion at the site, sources of stress and support, and perceptions of changes in the field. Providers are also asked for their perspectives and wishes related to families, state administrative services, and state policies. Each interview is recorded, transcribed, and stored in a secure online server. Identifying information is masked to ensure participant privacy. Providers are compensated with a $25 Visa gift card.

Preliminary results and implications: Preliminary review of transcripts reveals themes related to 1) lack of access to resources, particularly in rural communities, 2) unavailable one-on-one support for suspended/expelled children, and 3) limited communication between families and providers. Following the completion of two remaining interviews (anticipated completion: October 2020), transcripts will be qualitatively coded (anticipated completion: January 2021). Provider responses will be synthesized with quantitative information collected in the original MECE study. Presented results will identify common themes across provider responses, as well as highlight similarities and differences between home-based and center-based and between rural and urban sites. Findings will inform recommendations for state and national policies that seek to support child care providers and increase their capacity to provide for children with behavior problems in the classroom. This study highlights the insights afforded by inclusion of the child care providers in discussions of policies, trainings, and resources that affect the child care industry.

Authors

• Sydney Kerber, University of Minnesota - Twin Cities
  Presenting Author

• Sophia Magro, University of Minnesota - Twin Cities
  Non-Presenting Author

• Christina Mondi-Rago, Boston Children's Hospital
  Non-Presenting Author

• Elizabeth A Carlson, University of Minnesota - Twin Cities
  Non-Presenting Author