The Quality of Relationships within an Early Childhood Setting - Literature review Example

A case study to examine the quality of relationships within an early childhood setting Your name Subject Date 1. Rationale Early childhood setting provides the child with a wonderful learning opportunity which according to McQullin (2007) may also determine the child’s future behavior and tendencies. The quality of relationship within an early childhood setting as most parents and teachers know, help the children gain control over their emotions, attention and behavior across the early years as well as allow them grow abilities that help them overcome new developmental challenges and getting along with others. Research on early childhood education shows that high-quality child care experiences supports the development of social and academic skills that facilitate children's later success in school. There is also mounting evidence that close relationships between teachers and children are an important part of creating high-quality care environments and positive child outcomes (Zeller, 2013). In this regard it’s not only important but also necessary to reflect and understand how environment could serve as a tool for developing high or low quality early childhood programs (McQullin 2007). This study is intended to bring useful and relevant information to those who are charged with creating developmentally appropriate programs in all childhood settings. For instance, as Vygotsky (1978) observes; such information would help the teachers and curriculum specialists to create programs that model the enthusiasm young children have for learning. According to Howes – Smith (1995, children who are emotionally secure in their relationships with their teachers and the general growth settings will use this base to explore the classroom, anticipate learning and promote their own self-regulation behaviors and peer relations. It has also become equally important to understand the vital roles that experience, culture and responsive adults within and outside family play in the growth and development of the child. As environmentalist theorists such as John Watson, B.F. Skinner and Albert Bandura observes; child’s environment shapes learning and behavior; in fact, they believe that human behavior development and learning are thought of as reactions to the environment (Katz – McClellan, 1991). Further, Vygotsky (1978) observes that numerous studies have shown that children are more able to learn and develop lasting relationships when they have learning experiences with individuals who are knowledgeable and responsive to their individual capacities. He even concludes that children problem-solving abilities are strengthened when they are guided through tasks under adult supervision. This perspective leads many families, schools and educators to assume that young children develop and acquire new knowledge by reacting to their surrounding and thus justifying this study. This study is also beneficial as will serve as a reminder of the importance of individual differences such as gender, temperament, learning styles, native language, special needs and culturally diverse backgrounds that contribute to the child’s variability in the attainment of developmental milestones (McQullin 2007). As a result, the study will encourage and help those with the duty to ensure proper growth and development of the child to create the setting that meet child’s individual needs, provide varied materials for different skill levels for the learners to achieve success and foster proper models of communication with parents, family and society so as to develop shared partnership in child’s growth and development. 2. Context Early childhood setting is more characterized by learning. The child learns a lot in earlier stages of life as they adopt lifestyles, behaviours and cultures around them. The quality of child’s initial setting within and outside home is therefore everyone’s concern as it modifies the child to whom he or she turns out to be in future. However, while appreciating that learning at home is more preferred for the child, not all children get the opportunity to learn within the nuclear family setting or with relatives; some children grow outside home. According to Zeller (2013) over a third of U.S. children under the age of five are cared for outside of their homes by individuals not related to them. This however does not mean that they deserve lesser care. This study assesses the quality of relationships within an early childhood setting. It takes the case of Greythorn Early Childhood Centre (GreythornECC) to create a real connection between theory and practice by capitalizing on the experiences and observations profiled by the Centre in the course of its work. According to GreythornECC’s official website, it is community based child care centre in North Balwn. The Centre is passionate, enthusiastic and committed to provide quality care for children within warm and caring environment. It is ensures that all children develop to their maximum potential in their social, emotional, moral, cognitive and physical growth.  In short, they strive to invest in your child's future. It provides a bright, clean and aesthetically pleasing environment in which children become equipped with life skills to experience fulfilling and rewarding participation within their community. GreythornECC provides quality, long day care for 40 children each week a day, aged between 6 weeks and school age. The children are divided in three distinct classifications under which they receive relevant services. The first classification is Babies; these are supposed to be 8 children aged between 6 weeks and 2 years old. They are cared for in the babies’ room under two professional caregivers. The second classification are toddlers; the Centre takes 12 of these children who are of age 2 to 3 years old and are cared for in toddlers room with the care of 3 caregivers. The final classification are Kinders; they are 20 children aged between 3 to 5 years and above and are taken care of by 2 caregivers in the Kinder room. GreythornECC prides itself of a highest calibre workforce that is defined by professionalism, honesty, trustworthy working individually and as a team for one common end, ‘the best interest of all children’. On the top of its management structure is the Director and assistant Director who manage Centre’s day to day operations and the assistant director. The Directors report to the Committee of Management comprising of a team of dedicated parents looking to take a more hands-on role in the running of the Centre. The Committee is led by the Centres President. In the structure, there is also a book keeper who assists in all financial obligations and also a cook who ensures that children’s right to eat is properly observed. The Centre’s work is premised on the following principles: Partnership between staff and parents:  As observed by McQullin (2007) that a shared partnership in child’s growth and development is fundamental, GreythornECC values the family in a child’s life and recognizes the support that parents and staff can provide to each other as active partners in the care and education of their child.  The Centre encourages families to play an active part in their child’s care and discuss with them ways in which they can become involved in the Centre that are meaningful to them and that benefit the children. Nurturing and educating children:  The Center plays a key role in developing trusting, secure and loving relationships by providing a warm and safe environment that fosters the child’s self-confidence as well as develops social skills. Learning through enquiry and discovery:  The Center acknowledges the importance of play as a medium for many aspects of development and learning such as valuing positive reinforcement of appropriate behavior. Respect for individuality:  GreythornECC treasure each child irrespective of her or his gender, race, religion, ethnic or social background; and know that they learn in their own way and at their own pace. Highest Talent:  The organization understands the value of retaining, developing and attracting the best talent available. The staff is also professionals driven to be and do their best knowing the development of their knowledge and skills play an important role in the lives of the children they care for.  This value leads potential staff to regard the Centre as an employer of choice and families are encouraged by this knowledge to entrust their children’s care to GreythornECC. 3. Method Interview method was adopted to obtain actual information from the Centre’s staff as well as some of the parent who have benefited from the Centre’s services. The choice for interview was informed and premised on the fact that it gives the researcher a suitable opportunity to guide the discussion and determine the critical areas that require more discussions and clarification. The interview guide of semi-structure nature containing both closed and open ended items was developed. Based on the research topic, the interview guide was divided in two sections; the first section meant to capture the demographic characteristics of the respondents while the second section dealing with actual items investigating educator-family relationships within early childhood setting. The guide targeted 6 respondents comprising of 3 members of Centre’s staff and 3 parents who have benefited from the Centre’s services for not less than three years. The researcher believed that interviewing the parents are caregivers would give a complete picture and assist the researcher in deriving a honest conclusion about the quality of relationships within an early childhood setting. The interview guide was however shared to the identified respondents through E-mail after which they provided relevant responses and transmitted back the filled questionnaire. This was because of the inability by the researcher to physically access the Centre given the geographic distance. 4. Findings & Analysis 4.1 Demographic Characteristics Out of the six targeted respondents – 3 staff members and 3 parent-beneficiaries – 2 staff members and 2 parents are the ones who completed and transmitted back the filled questions-guide. Both staff members who participated were males whereas among the parents, 1 male and 1 female took part. The staff members who participated were the book keeper and one of the caregivers. They both indicated that they have been working with the centre for between 4 – 5 years which means they sufficiently understand the operations and services of the Center. On the other hand, the parents indicated that they have benefited on the Centre’s services for more than five years and therefore it goes without saying that they have deep understanding on the nature of services the Centre provides. All participants were above 30 years of age showing that they were adults probably with family experiences. 4.2 Partnership and Connections between family and educators McQullin (2007) believes that neither the currents practices nor reflections and assessment on early childhood setting can be complete without recognizing and appreciating the outstanding and almost automatic partnership of the family and other child’s educators. McQullin supports this assertion by drawing from John Dewey’s theory which posits that education should contribute to children’s personal, social and intellectual growth and learning; aspects that are fundamentally rooted and learnt fro family setting. According to the information gathered in the interview this crucial partnership was acknowledged and strongly supported by all the respondents. The Center’s staff observed that without strong partnership between educators and the family, appropriate character formation and desired growth and development of the child can be seriously compromised. Whereas Zeller (2013) observes that the relationship between teacher and family are almost always not at par and that in most times the teacher tend to assume a more powerful and authoritative position, both the family and teacher are equal educators of the child who must have close relationship with the child. This study indicates that the dominant partnership between family and educators revolves moral and material support. The parents indicated that they are always engage with the Centre to ensure that it has enough resources it need to offer quality services and care to their children whereas the staff indicated that they insist on continued engagement with the families so as to gauge their desires and understand how they carryout their obligations with respect to caring for their children at home. In fact, respondents identified that key factor to the partnership is the shared responsibility for best interest of the child. While suggesting that there should be no differences in educator-family relationships and partnerships, all the parent-respondents declined that the partnership is equitable citing poverty and inability of the family to live up to the partnership expectations as the main reason to the existing inequality. 4.3 Family Diversity and Partnership GreythornECC staff emphasized that the Centre treasures each child regardless of his gender, race, religion, ethnic or social background which means that they fully embrace diversity. The staffs were in agreement according to the findings that because they embrace diversity, their partnership continues to grow stronger as they believe that every unique person contributes quite uniquely to meaningful growth and success not only to the children cared for but also the organization’s quality of services. These assertions are resounded by McQullin (2007) stating that shared and diverse partnership in child’s growth is not an option. On the other hand, Zeller (2013) adds that unique individual characteristics that each person brings are very important as it contributes new experiences, beliefs and characteristics that improve the quality of relationships. 4.4 Strengths and Challenges of family relationships and parent participation GreythornECC values the family in a child’s life and recognizes the support that parents and staff can provide to each other as active partners in the care and education of their child.  The Centre encourages families to play an active part in their child’s care and discuss with them ways in which they can become involved in the Centre that are meaningful to them and that benefit the children. From the partnership, the Centre prides itself of creating a high quality child care setting which consequently increases the chances of the child’s success in life. According to Cooper (2009), young children growing in a low quality child care setting that is characterized by family and environment risk factors highly likely to experience problems such as aggression, anxiety and depression in their future. It also emerged that family relationships and parent participation shapes the child’s thought processes and performances in totality as opposed to piece-meal and skewed reinforcement when such relationship is not maintained. McQuillan (2007) also suggests that such a relationship and participation initiates a developmental continuum and profiles excellent tools for planning curriculum and experiences that fit children’s developmental strengths and abilities. The parents unanimously indicated that their participation in their children’s growth helps them observe the progress of their children, detect any disorders as well be able to predict the child’s probable personality in future. As regards challenges, the centre complained of communication barrier and social inequalities such poverty which potentially deter some parents and families from enrolling their children for care at the Centre. Ramey (2000) notes that for extremely isolated and socially disadvantages families, social interventions such as the services provided by GreythornECC does not appear to be sufficient. 5.0 Recommendations & Plan of Action (10 marks) 5.1 Recommendations There is an unequal relation that seems to exist among the partners with the duty to ensure appropriate growth of the child. This study revealed that whereas the power relations between the family and educators need to equal, it is not so. It is therefore important that both the teacher and the family understand that they undertake a similar role (education) under different responsibilities and therefore work closely in an equal partnership. The organizations such as GreythornECC that work to ensure best interest of the child need to devise extra integration programs to cater young children growing in low quality child care settings occasioned by family and environment risk factors so that they also get the best out of their growth. Poverty and other social inequalities that make some families weaken or break this highly valued educator-family and partnership and relationship should be addressed. The government must take its duty of ensuring that every citizen attains the minimum conditions of living and limit or eradicate other social and economic inequalities. Those charged with the duty to create and develop programs and tools for learning in childhood setting such as teachers and education curriculum specialists must be well informed, able to reflect deeply on child’s specific environment as well as embrace the relationships and partnerships that exist among the family other educators and environment as whole given that environment serves as a tool for developing high or low quality childhood programs. The children welfare programs need to appreciate and maintain parent’s participation in all the programs specific to the children as this enables meaningful consensus on how to meet the actual needs of both the parents and the child and consequently ensure the child’s wholesome growth as well ensure appropriate transition of the child to various levels in life. The communication challenges that continue to hinder the quality of relationship in childhood setting should be addressed by embracing dialogue that include persons from diverse background and experience for lasting solution to be found. 5.2 Action Plan GreythornECC should initiate a consortium upon which a common dialogue and discussions on various research and survey findings and recommendations (such as the above) are commonly assessed weighed and mechanisms for implementation developed. Each organization in the consortium is charged with the responsibilities that fall within its area of specialization to ensure that an all-round approach to ensuring quality environment for quality growth if the child is ensured. References Vyotsky, L. S (1978) Mind in Society; The Developmental of the Higher Psychological Processes: Cambridge, Oxford University Press McQuillan, M. K. (2007) A guide to Early Childhood Program Development: Connecticut State Department of Education Howes, C. – Smith, E. W. (1995) Relations among Child Care Quality, “Teacher Behaviour, Children’s play Activities, Emotional security and Cognitive activity in child care” In early childhood research quarterly 10(4) 381 – 404, 1995 Katz, L.G – McClellan, D. E. (1991) The Teacher’s role in the social development of children; Eric Clearinghouse Zeller, T. (2013) Early Childhood Education and Beyond, Teacher Child Relationships and Learning, http://www.unkow.gse.havard.edu/teaching/TC101-207.html accessed 10/05/2013 Ramey, C (2000) Helping Children get Started Right; The benefits of early childhood interventions; Research Centre University of Alabama Cooper, J. L. (2009) Social Emotional Development in Early Childhood; ; what every policy maker should know; National Centre for Children in Poverty – NCCp: Columbia University APPENDIX QUESTIONNAIRE Interview Guide 1: Staff Dear Respondent, I am conducting a case study to examine the quality of relationships within an early childhood setting. Kindly spare your few minutes and answer the questions below providing relevant and honest information to the best of your ability. You are assured that the information which you will provide shall be shall be treated with utmost confidentiality and integrity. Demographic Characteristics Section A 1. Name (Optional)………………………………………………………………………………… 2. Gender……………………………………………………………………………………. 3. Designation/Responsibilities/Status in the GreythornECC………………………………. 4. Duration of work in the GreythornECC Less than 1 year [ ] 2-3years [ ] 4-5years [ ] above 5years [ ] 5. Age Below 18years [ ] 18-25years[ ] 26-32years[ ] 32-38[ ] 40 and above[ ] Section B 6. In your opinion and experience, is there a partnership between family and educators Yes [ ] No [ ] Unaware [ ] 7. If Yes above, how does it look like……………………………………………………… 8. What in your opinion what contributes to equitable partnerships between family, parents, educators, caregivers and other actors…………………………………………………....... 9. Are there differences in educator-family relationships and partnership………………...... 10. How does the family diversity affect the building of partnership………………………..... 11. What strengths have the centre derived from family relationships and parent-participation 12. What challenges do you experience in relation to educator-family relationships and parent participation………………………………………………………………………... Thank You Interview Guide 2: Parents Demographic Characteristics Section A 1. Name (Optional)………………………………………………………………………… 2. Gender………………………………………………………………………………….. 3. Duration you have benefited from the services offers by GreythornECC Less than 1 year [ ] 2-3years [ ] 4-5years [ ] above 5years [ ] 4. Age Below 18years [ ] 18-25years [ ] 26-32years [ ] 32-38[ ] 40 and above [ ] Section B 5. In your opinion and experience, is there a partnership between family and educators Yes [ ] No [ ] Unaware [ ] 6. If Yes above, how does it look like……………………………………………………… 7. What in your opinion what contributes to equitable partnerships between family, parents, educators, caregivers and other actors…………………………………………………....... 8. Are there differences in educator-family relationships and partnership………………...... 9. How does the family diversity affect the building of partnership………………………..... 10. What challenges do you experience in relation to educator-family relationships and parent participation………………………………………………………………………... Thank You Read More