From policy to practice in early childhood education and care centres in Manitoba: ECE perspectives

Prior research has noted that there can be gaps between the policies put forth by the government and the practices that Early Childhood Educators (ECEs) implement in Early Learning Child Care Centres (ELCCCs) (Dunst & Trivette, 2009; French-Lee & Dooley, 2015; Halbert, 2001; McFarland, Saunders & Allen, 2008). At the same time, prior research has also noted that positive guidance, as a pedagogical framework to managing behaviour, can pose barriers to implementation (McFarland et al., 2008). However, little is known about whether ECEs acknowledge the gap between positive guidance policies and what is practiced. To explore this topic, a qualitative study was conducted. Four ECEs (II and III) participated in a seven-question, electronic interview, which consisted of six open-ended questions and one question requiring a creative response. Participant responses were thematically analyzed and categorized. As a result, three themes emerged: The field of early childhood education, Comprehension of policies, and Managing behaviour. The themes, along with their corresponding subthemes, were represented utilizing a creative analytical approach. ; February 2021