Implementation Lessons from Six Early Head Start-Child Care Partnerships

Autor/inn/en	Halle, Tamara; Banghart, Patti; Zaslow, Martha; Cook, Maya; Kane, Maggie; Bartlett, Jessica Dym; Redd, Zakia; Bamdad, Tiffany; Cox, Alexandra; Lloyd, Chrishana M.
Titel	Implementation Lessons from Six Early Head Start-Child Care Partnerships
Quelle	In: Early Education and Development, 30 (2019) 8, S.990-1008 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Halle, Tamara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1656320
Schlagwörter	Early Intervention; Child Care; Early Childhood Education; Partnerships in Education; Access to Education; Low Income Groups; Infants; Toddlers; Educational Quality; Mentors; Family Programs; Special Needs Students; Child Care Centers; Program Effectiveness + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hochschulpartnerschaft; Access; Bildung; Zugang; Bildungszugang; Infant; Toddler; Toddlers; Kleinkind; Infants; Quality of education; Bildungsqualität; Family program; Familienprogramm; Sonderpädagogischer Förderbedarf; Child care facilities; Child care services; Kinderzentrum
Abstract	Research Findings: This study examined the development and implementation of six Early Head Start Child Care Partnerships (EHS-CCPs), unique collaborations between EHS grantees and community-based child care partners that expand access to high-quality child care and comprehensive services for low-income infants, toddlers, and their families. Interviews and focus groups with 111 key informants identified similarities across the six EHS-CCPs in initial outreach to community partners for establishing partnerships and approaches to developing partnership agreements but variation in approaches to monitoring quality improvement activities. Benefits and challenges to partnerships for programs and families were noted. Practice or Policy: Findings suggest a need for additional guidance for EHS-CCPs on key components of implementation, including the partnership agreement process, monitoring quality improvement plans, offering support for meeting program requirements, and providing comprehensive services. For example, five of the six partnerships reported the EHS grantee led the development of their partnership agreements. While this approach was attributed to child care partners' lack of prior experience in developing agreements, further guidance on how to engage partners collaboratively in an agreement process that better emulates the principles of "authenticity" and "equality" from the conceptual framework for collaborations in early care and education would be useful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01