Poster #137 - Exploring curriculum level challenges encountered by early care and education providers during COVID-19

• In Event: Poster Session 17

Abstract

Recent COVID-19 research documents early care and education program level changes that occurred due to the COVID-19 pandemic (Ali et al., 2021; Barnett et al., 2021; Kim et al., 2022). Yet, little research addresses change at the curriculum level that altered daily routines and practice. This study fills the gap by exploring what occurred at the curriculum level in family child care (FCC) and center-based childcare (CBC) settings in a mid-Atlantic state to gain a better understanding of how state policies influenced daily routines and practice during the pandemic. We sought to answer the following research questions: 1) What impact did the COVID-19 pandemic have on curriculum in terms of daily routine, instructional practice, and assessment in early care and education (ECE) settings? and 2) What kinds of challenges beyond the curriculum did ECE providers experience during the early stages of the pandemic?
This qualitative study is a subset of participants from a broader state survey conducted in June-July of 2021 with licensed ECE providers to assess their experiences during the first year of the COVID-19 pandemic. A total of 323 ECE providers responded to the initial online survey¬¬—132 FCC providers (24% response rate) and 191 CBC providers (17% response rate). Our sub-sample is based on 12 semi-structured interviews with selected survey respondents¬¬— 6 FCC and 6 CBC providers. Table 1 displays participant characteristics. Data for this study was collected via Zoom interview. Interviews lasted on average approximately 30 minutes. Interview questions included— basic demographic information, curriculum and daily practice during the COVID-19, online/virtual experience, and challenges. Interviews were recorded with participant permission and transcribed verbatim. Transcripts were analyzed by two members of the research team using an inductive approach with intent to understand provider experiences during the early months of the pandemic. An iterative open coding approach was used to code and analyze transcription data. This process was informed by theoretical codes drawn from relevant research (Charmaz, 2008). Our coding process identified two major curriculum themes— daily routines and instructional change, and one additional major theme¬— challenges beyond curriculum. Figure 1 provides an overview of our emerged coding.
Our data revealed changes occurred at the curriculum level in provider practice and implementation. For example, most providers discussed making adaptations and changes to their curriculum to accommodate COVID-19 guidelines and protect themselves and children from pathogen exposure. Overall, our findings revealed that there were: 1) significant disruption with daily routines, family and child interaction, and assessment; 2) extensive change with materials, room/setting, and instruction; and 3) challenges beyond curriculum such as financial stress, and provider wellbeing. Our findings suggest that developmentally appropriate practice was interrupted during the COVID-19. Providers struggled with maintaining relationships and connections with children and families. The impact of the pandemic went beyond curriculum, escalating existing and new challenges in child care programs. Those challenges are not easy to fix and are expected to linger. Policy support and solution for child care providers, particularly their own well-being and financial support are also needed.

Authors

• Annette Pic, University of Delaware
  Presenting Author

• Myae Han, University of Delaware

• Ana Whitaker, University of Delaware

• Tia Barnes, University of Delaware