Archana V. Hegde

Revisiting the Two Faces of Child Care Quality: Structure and Process

While child care quality has been examined in numerous studies, the definition of quality and specifically, the concepts of structural and process quality, have not been adequately explored. In this qualitative analysis of the constructs of process and structural quality, a content analysis of the Early Childhood Environment Rating Scale-Revised (ECERS-R), a commonly used measure of process quality, was conducted to investigate its use as a measure of process quality. Through constant comparative analysis of the ECERS-R at the indicator level, definitions of structure and process were formulated. Results show that over half of the indicators of the ECERS-R are measuring structural quality rather than process quality. Further examination of quality as a dynamic exchange between individuals and context is needed to advance research in the area of early childhood program quality.

The Day-to-Day Reality of Teacher Turnover in Preschool Classrooms: An Analysis of Classroom Context and Teacher, Director, and Parent Perspectives

The purpose of the current study is to examine teacher turnover comprehensively by triangulating the experiences of teachers, directors, parents, and children through actual, “real-time” turnover transitions. We intentionally examined turnover with a small sample size (N = 13 classrooms) to facilitate comprehensive data collection utilizing multiple qualitative and quantitative measures and to gain a rich understanding of the implications of teacher turnover on classroom quality, staff, and the parents and children with whom they work. The study utilized an interpretive paradigm to illuminate and juxtapose the experiences of teachers, directors, parents, and children through the turnover transition—as teachers departed and their replacements began. Strategies used to respond to turnover were identified at the program and classroom levels. Implications for early childhood classroom quality and policy are discussed.

Quality in Inclusive and Noninclusive Infant and Toddler Classrooms

Abstract The quality of care in infant and toddler classrooms as compared across inclusive (n=64) and noninclusive classrooms (n=400). Quality was measured using the Infant/Toddler Environment Rating Scale-Revised (ITERS-R). An exploratory and confirmatory factor analysis revealed four distinct dimensions of quality within the ITERS-R. Inclusive classrooms were higher in quality on the overall scale as well as on three of the four factor-based scales. Teachers reported, on average, that children had mild to moderate disabilities. Correlational analyses indicated that neither having more children with disabilities nor having children with more severe disabilities was associated with higher or lower quality scores. Teacher education and teacher-child ratios were important predictors of quality. Information on low-scoring items on the Personal Care Routines subscale is also presented.

Quality in Inclusive Preschool Classrooms.

Research Findings: Quality of care for preschool children in inclusive and noninclusive classrooms was examined in two studies. In Study 1, comparisons across a large sample of classrooms (N = 1, 313) showed that inclusive classrooms were higher than noninclusive classrooms in global quality as well as on two dimensions of quality (Activities/Materials and Language/Interactions). In Study 2, a more diverse sample of 44 classrooms (20 inclusive and 24 noninclusive) did not reveal differences on the global measures of quality but did show a difference on a measure of teacher–child interactions. Teachers in inclusive classrooms had higher quality and more appropriate interactions with all children than did teachers from noninclusive classrooms. Ratings of perceived severity of childrens disabilities were not related to any of the measures of classroom quality in either study. Practice or Policy: Both studies suggest that including children with disabilities in regular preschool classrooms does not result in lower quality programs or in less adequate teacher–child interactions, particularly for children with mild to moderate disabilities. Results illustrate the importance of continued education for early childhood professionals on high-quality teacher–child interactions. Faculty in personnel preparation programs as well as policymakers need to continue to promote high-quality interactions between teachers and children.

School social work and early childhood student's attitudes toward gay and lesbian families

The present study assessed the attitudes of school professionals in training at an American university toward homosexuality and their comfort, action-related disposition, and preparation to work with gay and lesbian (GL) families and their children. Fifty-nine students specializing in birth through kindergarten education and school social work participated in the study. Overall, participants held positive attitudes toward homosexuality, felt prepared to work with this population, and were willing to take action on the issue. Nevertheless, the overall comfort in working with GL parents on a personal basis was low. The implications of these findings for the fields of early childhood and school social work higher education and in research are discussed.

Early childhood administrators’ attitudes and experiences in working with gay- and lesbian-parented families

ABSTRACT This study examined the attitudes, preparation, and comfort of early childhood administrators in working with gay and lesbian (GL) parented families and the use of GL inclusive practices within centers. Data were gathered from 203 participants in the state of North Carolina using an online survey. Overall, administrators held a positive attitude towards GLs. Specifically, administrators with higher levels of education held a more positive attitude towards lesbians than gay men. Attitudes also correlated highly with administrator’s comfort in working with GL parented families and use of inclusive practices within their center; however, it did not correlate with preparation or training in the field. Participants who identified themselves as very religious had lower scores on all measures used within the study, compared to administrators who were somewhat religious or not religious. Finally, most of the inclusive strategies implemented within centers were perfunctory, which required minimal change and effort by administrators.

Lesbian and gay parents in early childhood settings: A systematic review of the research literature

This article presents the first systematic review of all the existing peer-reviewed literature (n = 20) on gay and lesbian parents and their children in early childhood education settings. The review includes articles that were empirical or pedagogical practice oriented, focused exclusively on early childhood education (Birth to 5 years), and concentrated on gay and lesbian parents and their children. Considering the date range of the articles (1990–2012) and their similar content, indications are that the field of early childhood has not progressed very far in the thinking and practices in relation to gay and lesbian parents and their children. Recommendations made in 1990 are being put forth as still needed today. Implications for pedagogical change and future research needs are provided.

Understanding preservice teachers’ perceived preparedness to work with chronically ill young children

ABSTRACT Many young children in the United States are faced with chronic illnesses that cause them unique challenges. It is imperative that all members of children’s support systems feel prepared to help meet those challenges. One integral component of this support team for children are their teachers. The purpose of this study was to assess preservice early childhood teachers’ perceived preparedness to work with chronically ill children. Additionally, the study explored preservice teachers’ ideas about the resources needed to effectively work with chronically ill children. Data were gathered from 32 preservice teachers pursuing a degree and licensure in Birth through Kindergarten (BK) education within a southeastern state university. A survey encompassing closed and open-ended questions related to perceived preparedness was utilized for the study. Results indicated that preservice BK teachers do not feel highly prepared to care for children who are chronically ill in their classroom. Preservice BK teachers suggested that additional classes, seminars, and experiences with chronically ill children would improve their feelings of preparedness. Implications regarding teacher education are discussed.

Examination of teachers’ preparedness and strategies used to teach English language learners in kindergarten

ABSTRACT The intent of the present study was to examine kindergarten teachers’ preparedness and training to teach English language learner (ELL) students and strategies that they utilise in the classroom to teach this population. Teacher surveys and phone interviews were employed to gather data. The majority of the teachers felt prepared to teach ELL students, felt committed to work with this population, and were eager to attend professional training workshops related to this topic. Follow-up interviews provided further insights into the issue of their preparedness to work with this population, challenges to meeting the needs of ELL children, and need for more professional training opportunities on this topic. The implications of these findings for the field of early childhood care and education and suggestions for future research have been discussed in detail.