A Mixed Methods Investigation of Maternal Perspectives on Transition Experiences in Early Care and Education

Autor/inn/en	Swartz, Rebecca Anne; Speirs, Katherine Elizabeth; Encinger, Amy Johnson; McElwain, Nancy L.
Titel	A Mixed Methods Investigation of Maternal Perspectives on Transition Experiences in Early Care and Education
Quelle	In: Early Education and Development, 27 (2016) 2, S.170-189 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1087777
Schlagwörter	Mother Attitudes; Mixed Methods Research; Statistical Analysis; Preschool Children; Developmental Tasks; Correlation; Adjustment (to Environment); Child Care; Early Childhood Education; Role; Age; Child Caregivers; Parent Child Relationship; Individual Characteristics; Interpersonal Competence; Caregiver Training; Emotional Disturbances; Educational Policy; Semi Structured Interviews; Measures (Individuals); Symptoms (Individual Disorders); Depression (Psychology); Toddlers; Child Behavior; Questionnaires; Interpersonal Reactivity Index; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Mutterliebe; Statistische Analyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsaufgabe; Korrelation; Kinderfürsorge; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rollen; Alter; Lebensalter; Caregiver; Caregivers; Carer; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interpersonale Kompetenz; Gefühlsstörung; Politics of education; Bildungspolitik; Messdaten; Psychiatrische Symptomatik; Infant; Infants; Toddler; Kleinkind; Fragebogen
Abstract	Research Findings: Strong relationships among children, families, and early care and education (ECE) providers are key to quality infant-toddler care. These relationships are shaped during the initial transition period to group care. We used a mixed methods approach to (a) assess maternal perspectives on the transition to group care, (b) explore mothers' perceptions of factors that made for easy or difficult transitions, and (c) examine associations between maternal and child characteristics and the ease of the transition. Through qualitative interviews, mothers identified factors that played a role in their child's transition, including the child's age, the ECE provider's support, and the number of transitions the child experienced. For mothers, an easy transition was characterized by ease of child adjustment to group care, comfort with nonparental care and returning to work, and being able to exercise some control over the transition. Quantitative analyses revealed that an easy child transition was associated with younger child age, low maternal distress reactions to child distress, and low child social fearfulness. Higher maternal depressive symptoms and maternal distress reactions to child distress were associated with mothers having a difficult transition. Practice or Policy: Implications of the findings for ECE provider training and ECE policy development related to transitions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01