NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1115089
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0256-8543
Teacher Perspectives on the Practice of Continuity of Care
Longstreth, Sascha; Garrity, Sarah; Ritblatt, Shulamit N.; Olson, Kelsey; Virgilio, Ashley; Dinh, Hilary; Padamada, Shane
Journal of Research in Childhood Education, v30 n4 p554-568 2016
This study aims to address gaps in the literature on continuity of care through focus group interviews with teachers at public early care and education programs in San Diego County, California, USA. To better understand various perspectives on continuity of care, focus groups were conducted at programs that currently practice continuity of care, as well as programs that do not. A total of 28 teachers from four centers (two continuity of care and two noncontinuity of care) participated in the study. Teachers were asked about their beliefs about the practice of continuity of care, their perceived benefits of and barriers to the practice, and alternative strategies for transitioning children across classrooms (if continuity was not practiced). Findings indicate that teachers from continuity and noncontinuity centers overwhelmingly believed that practicing continuity of care is beneficial to children, families, and teachers. Teachers from both groups described barriers to implementing continuity of care as primarily administrative (e.g., lack of prep time, need for professional development training) in nature.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California (San Diego)
Grant or Contract Numbers: N/A