Voices of child care providers: an exploratory study on the impact of policy changes

Shdaimah, Corey S.; Palley, Elizabeth; Miller, Amanda L.

doi:10.1186/s40723-018-0043-4

Cited by 11 publications

(14 citation statements)

References 10 publications

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“…Like participants in the study by Shdaimah, Palley and Miller (2018), the participants in this study felt that the different payments based on an ECEs level of certification in the ELCC Supplement is not enough. As indicated in the findings section, the participants highlighted many obstacles for an ECE to pursue higher education to earn a Level III or Level IV certification for higher pay in the ELCC Supplement (and the payoff for higher education was small).…”

Section: The Elcc Supplement and Privilege Irresponsibilitymentioning

confidence: 91%

“…However, there remains a significant pay gap between an early childhood educator's salary and a teacher's salary in the province (Atkinson Centre, 2017). Shdaimah, Palley and Miller (2018) argue that "in the conversation about childcare and early education policy the voices of providers Langford, Prentice, Richardson and Albanese (2017) note that part of the problem lies in the fact that the carework done by early childhood educators is perceived to be part of the private sphere and a private responsibility, while education in Canada is part of the public sector and viewed as a more public responsibility. They explain that ECEs' "professional status is problematic because it is discursively constructed at the intersection of gender and class and predominantly located within the private sector" (p. 348).…”

Section: The Care and Education Dividementioning

confidence: 99%

“…Palley (2012) found that some childcare advocacy groups in the United States framed the childcare movement as a poverty issue, women's right violation, and children's educational rights breach. Shdaimah, Palley and Miller (2018) argues that "policymakers failed to recognize the importance of the services they provide, not only to families but also to the broader society" (p. 5). Boyd (2013) argues that increasing wages and benefits must be central to the ECEC movement; anything less suggests exploitation, not professionalization.…”

Section: Ecec As a Site For Exploitationmentioning

confidence: 99%

“…Vance (2010) remains committed to building professional skills and competencies as the route to better wages and benefits. Shdaimah, Palley, and Miller (2018) found that ECEs low wages contributed to staffing challenges and it meant hiring workers who had little knowledge of professional workplace in ECEC. Some international studies found that individuals who work in childcare centres that have higher-education and a greater number of years working in ECEC provide better care and educational practices with children (Gialamas et al, 2014;Honig & Hirallal, 1998;Setiawan, 2017).…”

Section: Recruitment and Retention In Ececmentioning

confidence: 99%

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Early childhood educators’ experiences with and perspectives of the Early Learning and Child Care Supplement in the Province of Newfoundland and Labrador

Russell¹

2021

Preprint

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This major research paper presents findings from a qualitative study with eight early childhood educators working in licensed childcare settings in St. John's Newfoundland and Labrador. The study used the political economy of care and feminist ethics of care theory to interpret participants' experiences with and perspectives of the Early Learning and Child Care (ELCC) Supplement in the province of Newfoundland and Labrador. Based on participants' views, this study's primary findings suggest that participants perceived the ELCC Supplement as an incentive or bonus to top off the low wages of an early childhood educator. Second, participants articulated a shared appreciation of some features of the ELCC Supplement. At the same time, they asserted several dislikes. As we dug deeper, participants reported a significant number of abuses in the distribution of the ELCC Supplement. Finally, the participants shared their thoughts on recommendations for changes to be made to the ELCC Supplement. Key words: Early learning and child care supplement, early childhood educator, early childhood education and care, childcare, care, carework, political economy of care, feminist ethics of care

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Section: The Elcc Supplement and Privilege Irresponsibilitymentioning

confidence: 91%

Section: The Care and Education Dividementioning

confidence: 99%

Section: Ecec As a Site For Exploitationmentioning

confidence: 99%

Section: Recruitment and Retention In Ececmentioning

confidence: 99%

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Early childhood educators’ experiences with and perspectives of the Early Learning and Child Care Supplement in the Province of Newfoundland and Labrador

Russell¹

2021

Preprint

View full text Add to dashboard Cite

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“…Within these meetings, members are asked to place the larger goal of increasing the quantity of early childhood care and education workforce and increasing their skills and knowledge, above their own organizations goals. Further, the Council provides an uncommon forum for the voices of early education providers from the field to meet with policymakers (Doherty 2019;Shdaimah et al 2018). As such, the use of a collective impact model at the state level can be seen as an effort to create a more structured policy network where there was only a loose issue network of organizations with a stake in early childhood care and education.…”

Section: Collective Impact As a Statewide Policy Networkmentioning

confidence: 99%

Playing well with others: a case study of collective impact in the early care and education policy arena

Zuckerman

Garrett²,

Sarver³

et al. 2020

ICEP

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Background Increasingly, the early childhood care and education policy arena have been subjected to reform efforts as key areas for improving educational, economic, and other outcomes. These efforts include increasing the number of children served, including younger children in these settings, and raising program quality (Kalicki et al. 2017). A knowledgeable and supported early childhood care and education workforce have been identified as a pillar of high-performing systems across the globe (Kagan 2019). Likewise, in the United States, the early childhood care and education workforce has been identified as a leverage point for meeting the goals of access and quality. However, acting on this leverage point by increasing the training and support for the early childhood workforce is complicated by the mixed delivery system in the United States. The early childhood workforce works in a variety of settings, including home child care, child care centers, private preschools, Head Start and Early Start programs, and public schools, which exist within different federal and state funding streams and regulatory frameworks. Early childhood care and education providers are regulated by different state and federal agencies,

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Childcare providers’ views of challenging child behaviors, suspension, and expulsion: A qualitative analysis

Mondi

Rihal

Magro

et al. 2022

Infant Mental Health Journal

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Previous research has underscored a need to understand the experiences and decision-making processes that contribute to suspension and expulsion in early care and education settings, particularly among young children of color. The present study conducted qualitative interviews with 20 center-and family-based childcare providers from the Minnesota Early Care and Education (MECE) study. Participants were asked about challenging child behaviors that they have encountered, their perceptions of these behaviors and how they manage them, and their thought processes around suspension and expulsion. Overall, the most frequently reported categories of challenging behaviors were physical aggression and noncompliance/defiance/arguing. The most commonly reported perceived causes of challenging behaviors were typical child development and parenting problems. The primary reported strategy for addressing challenging behaviors was connecting with the child, with relatively few providers reporting using other evidence-based strategies. Finally, the most commonly reported reasons for considering suspension or expulsion were the providers feeling they had exhausted options and could not meet the child's needs, and the child's behavior being perceived as dangerous to self or others. Implications for future research and practice (including increased support services for childcare providers) are discussed.

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Voices of child care providers: an exploratory study on the impact of policy changes

Cited by 11 publications

References 10 publications

Early childhood educators’ experiences with and perspectives of the Early Learning and Child Care Supplement in the Province of Newfoundland and Labrador

Early childhood educators’ experiences with and perspectives of the Early Learning and Child Care Supplement in the Province of Newfoundland and Labrador

Playing well with others: a case study of collective impact in the early care and education policy arena

Childcare providers’ views of challenging child behaviors, suspension, and expulsion: A qualitative analysis

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