Managing Disruptions in Early Care & Education: Lessons from COVID-19
Saved in:
| Title: | Managing Disruptions in Early Care & Education: Lessons from COVID-19 |
|---|---|
| Language: | English |
| Authors: | Kyle DeMeo Cook, Kevin Ferreira van Leer, Jill Gandhi, Carolina Ayala, Lisa P. Kuh |
| Source: | Early Childhood Education Journal. 2024 52(2):281-292. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Early Childhood Education, Preschool Children, COVID-19, Pandemics, Kindergarten, Young Children, Child Care, Family School Relationship, Educational Experience |
| DOI: | 10.1007/s10643-022-01430-2 |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | Families face challenging decisions about early care and education (ECE) for their children. Decisions about what is best for each child and family are constrained by family and contextual factors and are prone to disruptions. This study provides a descriptive look at patterns of ECE settings children were in the year prior to kindergarten, beginning in Fall 2019 through Spring 2021, a period during which most ECE arrangements were disrupted by the COVID-19 pandemic, and into the 2020-2021 kindergarten year. Analyses of survey (N = 121) and interview (n = 25) data from families whose children entered kindergarten in Fall 2020 revealed multiple and cascading disruptions during this time. Disruptions were nearly universal, and families made continual accommodations as they juggled employment needs and children's ECE needs. Findings from this study have implications for how actual and anticipated disruptions may have a greater influence on families' child care decision-making into the future. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408763 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Families face challenging decisions about early care and education (ECE) for their children. Decisions about what is best for each child and family are constrained by family and contextual factors and are prone to disruptions. This study provides a descriptive look at patterns of ECE settings children were in the year prior to kindergarten, beginning in Fall 2019 through Spring 2021, a period during which most ECE arrangements were disrupted by the COVID-19 pandemic, and into the 2020-2021 kindergarten year. Analyses of survey (N = 121) and interview (n = 25) data from families whose children entered kindergarten in Fall 2020 revealed multiple and cascading disruptions during this time. Disruptions were nearly universal, and families made continual accommodations as they juggled employment needs and children's ECE needs. Findings from this study have implications for how actual and anticipated disruptions may have a greater influence on families' child care decision-making into the future. |
|---|---|
| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-022-01430-2 |
