Educators’ Perspectives on Transitions to Professional Care

Abstract

International audienceThe purpose of this study was to provide an in-depth understanding of how childcare educators experience infants’ transitions to childcare and how relationships are built between parents and educators and between educators and children during the settling-in process and beyond it. This investigation is approached relationally using attachment theory as an investigative lens within a qualitative case study design over a 16-month period. Data were collected by participating in theory/practice inquiry meetings, observation at the centre and individual educator interviews. Results reveal that educators experience social expectations that are culturally based and influence their actions, decisions and feelings, either acknowledged or unconsciously. Educators demonstrated great effort in defining their professional roles as early childhood educators, something that influenced not only their professional understanding, but also their interpretation of the policies and structures of the childcare society, and their personal relationships with both parents and children. Surprisingly, the educators’ opinions about attachment to the children in their care as well as their professional roles and relationships varied a great deal from conventional understandings of attachment theory and relational approaches to teaching