Implementation of an Early Care and Education Partnership: Perspectives of Diverse Stakeholders

Autor/inn/en	Hawkinson, Laura E.; Davis Tribble, BreAnna L.
Titel	Implementation of an Early Care and Education Partnership: Perspectives of Diverse Stakeholders
Quelle	In: Early Education and Development, 30 (2019) 8, S.1009-1028 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1653731
Schlagwörter	Preschool Education; Partnerships in Education; Program Implementation; Private Sector; Educational Planning; Cooperative Planning; Child Care; Stakeholders; School Districts; Community Organizations; Organizational Communication + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Hochschulpartnerschaft; Privater Sektor; Bildungsplanung; Kinderfürsorge; Kinderbetreuung; School district; Schulbezirk
Abstract	Communities are investigating new ways to expand access to high-quality early education. A new early care and education partnership initiative in a mid-Atlantic state offered publicly-funded preschool slots to eligible children in private early childhood programs and provided quality supports to participating private programs. This qualitative study examines the implementation of this partnership initiative from the perspectives of administrators, early childhood program staff, and family members of enrolled children. Researchers conducted 15 focus groups with these stakeholders across five communities and used a directed content analysis approach to analyze the data. Research Findings: The thematic findings from this study suggest that ECE partnerships can improve implementation processes by developing intentional communication plans and paying attention to the needs and preferences of early childhood program staff and families. The study findings also suggest that private programs may be able to counter the loss of preschool enrollment slots to public schools by participating in ECE partnerships. Practice and Policy: Policymakers may use these findings to inform the design of new ECE partnership initiatives or other initiatives that involve collaboration among early care and education programs. Practitioners may use these findings to inform planning for new partnerships they are engaged in. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01