ERIC Number: EJ1088044
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
A Mixed Methods Investigation of Maternal Perspectives on Transition Experiences in Early Care and Education
Swartz, Rebecca Anne; Speirs, Katherine Elizabeth; Encinger, Amy Johnson; McElwain, Nancy L.
Early Education and Development, v27 n2 p170-189 2016
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Sponsor: National Institute of Food and Agriculture (USDA)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Interpersonal Reactivity Index; Center for Epidemiologic Studies Depression Scale
Grant or Contract Numbers: ILLU793362