Examining the associations between daily caregiving discontinuity and children’s social-emotional outcomes.

Abstract

Many child care centers temporarily move children and teachers in and out of their assigned classrooms throughout the day. Such practices create frequent discontinuity in children’s experiences in child care, including discontinuity in their peer and teacher relationships. This study examined the prevalence and patterns of teacher and child movement between classrooms, the characteristics of teachers and children who were more likely to move between classrooms on a daily basis, and the associations between children’s and teachers’ rate of daily movement between classrooms with children’s social-emotional outcomes. A moderate to high prevalence of child and teacher movement between classrooms was observed (29% and 83%, respectively). Children who were younger, considered solitary, and who had been enrolled in their classroom for shorter periods of time were less likely to transition between classrooms. Children’s rate of movement was a positive predictor of teachers’ perceived conflict with children in their care, and a negative predictor of teachers’ perceived closeness. In addition, the more frequently teachers moved, the less children were inclined to indicate liking their teachers or centers. However, the more frequently children moved, the more likely children were to indicate liking their peers and for their peers to indicate liking them. Results are interpreted in light of additional research avenues that can inform sensible daily teacher continuity practices.

The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

“…In child care, and mainly to guarantee legal requirements concerning child:adult ratios, it is rather common that caregivers do not spend their entire workday in the same classroom, with possible impact in the estimation of the effects of teacher qualifications in child care quality and child outcomes (Setodji, Le, and Schaack 2011). Caregiver discontinuity throughout the day, and also child movements between classrooms, are considered to interrupt teacher-child relationships, and may have a negative impact on child development (Le, Schaack, and Setodji, 2015). Continuity of caregivers in the classroom can reduce stress related to transitions and can enhance the consistency of relationships between infants/toddlers and adults (Cryer, Hurwitz, and Wolery 2000).…”

“…Continuity of caregivers in the classroom can reduce stress related to transitions and can enhance the consistency of relationships between infants/toddlers and adults (Cryer, Hurwitz, and Wolery 2000). Findings from different studies seem to indicate that stable care experiences, corresponding to a continuous history of children in childcare (Ahnert, Pinquart, and Lamb 2006) and to longer periods of time in the classroom and less movements between classrooms (Le, Schaack, and Setodji 2015), are important to create secure relationships and for caregivers to provide more sensitive and responsive care, based in a longer period of interactions and mutual knowledge. Accumulated experiences with a child may facilitate a higher emotional investment in the child and enable the caregiver to appropriately read child cues and respond accordingly, as well as promote child trust and empathy for others (Le, Schaack, and Setodji 2015).…”

The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

“…Findings from different studies seem to indicate that stable care experiences, corresponding to a continuous history of children in childcare (Ahnert, Pinquart, and Lamb 2006) and to longer periods of time in the classroom and less movements between classrooms (Le, Schaack, and Setodji 2015), are important to create secure relationships and for caregivers to provide more sensitive and responsive care, based in a longer period of interactions and mutual 10 knowledge. Accumulated experiences with a child may facilitate a higher emotional investment in the child and enable the caregiver to appropriately read child cues and respond accordingly, as well as promote child trust and empathy for others (Le, Schaack, and Setodji 2015). Furthermore, infant and toddler adjustment to the childcare setting has been positively associated with greater availability of one or more of their trusted caregivers (de Schipper, Van IJzendoorn, and Tavecchio 2004).…”

“…In a recent study in preschool classrooms (Le, Schaack, and Setodji 2015) caregiver movements were negatively associated with perceived closeness between caregivers and children, and positively related to perceived conflicts. Surprisingly, links between daily discontinuity and process quality in classrooms for young children have received far less attention.…”

“…In child care, and mainly to guarantee legal requirements concerning child:adult ratios, it is rather common that caregivers do not spend their entire workday in the same classroom, with possible impact in the estimation of the effects of teacher qualifications in child care quality and child outcomes (Setodji, Le, and Schaack 2011). Caregiver discontinuity throughout the day, and also child movements between classrooms, are considered to interrupt teacher-child relationships, and may have a negative impact on child development (Le, Schaack, and Setodji, 2015).…”