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CAREGIVER-CHILD INTERACTIONS: Effects of Professional Development on Practice in Guyana

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CAREGIVER-CHILD INTERACTIONS: Effects of Professional Development on Practice in Guyana CAREGIVER-CHILD INTERACTIONS: Effects of Professional Development on Practice in Guyana Michelle Angela Semple-McBean UCL Institute of Education Thesis submitted for the degree of PhD 2016 1 ABSTRACT In 2010, the first Early Childhood Professional Development (ECPD) programme was introduced by the University of Guyana (UG). This two-year programme was designed for caregivers working with children in the birth to four-year-old age group. Statistical analysis of this programme suggests it is not having the desired effect in promoting caregiver-child interaction (CCI), when assessed against structural performance indicators (UG-UNICEF, 2012). Given that CCI has been cited in the last decade as one of the most critical determinants for optimising learning during early years (Siraj- Blatchford et al., 2003; Sabol et al., 2013; Siraj and Asani, 2015), discussions were held with tutors, in an attempt to address this perceived deficiency. These discussions revealed that caregivers had made significant gains despite receiving relatively low scores on assessment scales. Consequently, this study attempts to explore these small, yet potentially significant changes. The main research question considered here is: ‗How has the ECPD programme contributed to the quality of caregivers‘ professional interaction practices?‘ A qualitative case study, supported by ethnographic techniques, constitutes the theoretical framework to investigate this question. To explore everyday CCI practice, eight cases were selected for observation, video- review, guided-recall and semi-structured interviews. Professionals who witnessed or supported these caregivers‘ practice were also interviewed, and an examination of programme materials and delivery was conducted. Results were interpreted using a thematic analysis. The major findings are: (i) caregivers engage in challenging-type interactions; but, the intensity depends on whether interactions are aimed at ‗gaffing‘ [spontaneous conversation] or ‗lesson-time‘, or conducted with whole-groups or on a one-on-one basis; (ii) notable differences in CCI are accounted for by caregivers‘ degree of readiness to change, and prioritisation of pedagogical thinking about practice. It can be concluded that CCI experiences are too complex and transactional to be captured by UG‘s current assessment tools. Recommendations are offered to allow UG to make decisions about training strategies which are most useful, might be missing, or that could be discontinued or modified. 2 DECLARATION AND WORD COUNT I hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. Word count (exclusive of appendices and list of references): 89,792 Michelle Angela Semple-McBean 5 August 2016 3 ACKNOWLEDGEMENTS Dr Christine Callender, being your student has been a privilege. I am indebted to you for the valuable advice which set me on a qualitative research path, and for the constructive comments which helped me to produce this thesis. The feedback provided during the upgrade was valuable for capturing rich interaction narratives. Thanks to Dr Rosie Flewitt for her advice about video stimulate review and Professor Catherine Wallace for her recommendation about locating Guyanese child rearing interaction practices within the cultural context. I am indebted to Dr Helen Bilton and Dr Guy Roberts-Holmes for the advice given during the viva for strengthening this thesis. To the early childhood caregivers for welcoming me into their classrooms, and the directors, tutors and lecturers for sharing their experiences about caregivers‘ interaction practices, thank you. I remain grateful to the Commonwealth Scholarship Commission in the UK for the financial support and the University of Guyana for granting me the leave to pursue my studies. This thesis is dedicated to my husband, Simon, and daughter, Aqleema for walking alongside me during the PhD journey. 4 TABLE OF CONTENTS Title Page 1 Abstract 2 Declaration and Word Count 3 Acknowledgements 4 Table of Contents 5 Figures and Tables 9 List of Acronyms 9 SECTION ONE 10 CHAPTER 1: Research Context 10 1.0 Introduction 10 1.1 Evolution of the early childhood sector leading to UG ECPD 12 1.1.1 State intervention 12 1.1.2 Socioeconomic influences 17 1.1.3 Early training initiatives 18 1.1.3.1 Access and effect 18 1.1.3.2 Impact of culture 24 1.1.3.3 The search for feasible ECPD 25 1.2 The UG ECPD Training Programme 26 1.2.1 Programme components and delivery 26 1.2.2 Programme outcomes 29 1.3 Rationale for research 32 1.4 Objectives of research 34 1.5 Research questions 34 1.6 Scope of research 35 1.7 Structure of the Thesis 37 SECTION TWO 42 CHAPTER 2: Caregiver-Child Interaction Practice: defining 42 effective practice 2.0 Introduction 42 2.1 The nature of quality CCI 44 2.2 Extended and cognitively-rich CCI 46 2.2.1 The different approaches of CCI 47 2.2.2 High quality CCI in practise 52 2.2.3 Characteristics of effective CCI 59 2.3 Implications of offering extended-type CCI 61 2.3.1 What it means for children 61 2.3.2 Factors impeding practice 62 2.3.2.1 The role of training 63 2.3.2.2 The role of research 65 CHAPTER 3: Professional Development: a tool for improving 68 caregiver-child interaction practice 3.0 Introduction 68 3.1 Decision about measuring ECPD 69 3.1.1 Learning from quantitative findings 69 5 3.1.2 Exploring the processes of ECPD 71 3.1.2.1 Content-focused initiatives: the LEEP example 71 3.1.2.2 Coaching-focused initiatives 73 3.1.2.3 Coaching-plus: reflective-practice-focused initiatives 75 3.2 Feasible ECPD 82 3.2.1 Centre and needs-based 83 3.2.2 Web-based ECPD 86 3.2.3 Course-based ECPD 89 3.3 Key features of ECPD 91 3.4 Impact of readiness on caregivers‘ outcome 92 3.5 ECPD and child outcomes 93 3.6 Summary 97 3.7 Relevance of ECPD findings to project under study 99 SECTION THREE 101 CHAPTER 4: Methodological Considerations 101 4.0 Introduction 101 4.0.1 Conceptual framework 101 4.0.2 Taking a qualitative stance 104 4.1 Ethnography 106 4.1.1 Ethnography in the field of ECD 106 4.1.2 Rationalising choice: ethnographic approach vs. principles 107 4.2 Case study 109 4.2.1 Why case study? 109 4.2.2 Potential concerns of case study 111 4.2.2.1 Generalizability 111 4.2.2.2 Embracing subjectivity 112 4.3 Data collection protocol 114 4.3.1 Participants 114 4.3.2 Data collection methods 118 4.3.2.1 Ethnographic observations and video-stimulated 118 reviews 4.3.2.2 Interview protocol 124 4.3.2.3 Introducing self-reported checklist 125 4.3.2.4 Examining course documents 126 4.3.3 Reflection on data protocol 127 4.4 Ethical and procedural considerations 128 4.4.1 Structural issues 129 4.4.2 Process issues 130 4.4.2.1 Emotionally distressing issues 131 4.4.2.2 Relationship and recording issues 133 4.5 Establishing trustworthiness 140 4.5.1 Triangulation 141 4.5.2 Respondent validation 142 4.6 Summary 143 CHAPTER 5: Trustworthiness of Field Studies: Brief Depiction 144 of One Case 5.0 Introduction 144 5.1 Ms Boson‘s journey towards training 145 6 5.1.1 Fear of ‗other care‘ 145 5.1.2 The rise of Little Stars Day Care Centre 145 5.1.3 Stepping into training 147 5.2 In the classroom: observational evidence 147 5.2.1 Classroom context 147 5.2.2 An excerpt of the video-recorded session 148 5.2.3 Video-recorded review 151 5.2.4 Reflection on the whole day‘s activities 155 5.4 Conclusions 157 CHAPTER 6: Approaches for Analysing Evidence 159 6.0 Introduction 159 6.1 Approaches to data reduction 159 6.1.1 Reducing descriptive data 159 6.1.1.1 Moving from codes to themes 163 6.1.2 Reducing tabulated data 166 6.1.3 Summary of data reduction process 167 6.2 Display and interpretation of data 168 6.2.1 Presenting cases 168 6.3 Final comments about analysis 170 SECTION FOUR 172 CHAPTER 7: A Picture of Post-training CCI: Informal and 172 Spontaneous Versus Planned and Instructional 7.0 Introduction 172 7.1 Gaffing: informal and spontaneous CCI 174 7.1.1 Smart gaff 175 7.1.1.1 The water woe 176 7.1.1.2 Roti making 180 7.1.1.3 Paradox of a non-gaffer 184 7.1.2 Balanced gaffs: facilitating proportionate interaction 186 Interplays 7.2 Lesson-time: planned and instructional CCI 191 7.2.1 Planned activity facilitated by direct instructional interaction 192 7.2.1.1 Not just colouring: shift in instructional practices 193 7.2.1.2 The ‘lead-you-astray’ syndrome 197 7.2.2 Planned activity, facilitated by spontaneous talks 202 7.3 Summary 205 CHAPTER 8: Improving the Quality of CCI Practice: Examining 209 how Training Works 8.0 Introduction 209 8.1 The role of practicum tutors in influencing change 210 8.1.1 Modelling CCI: on-the-spot demonstrations 210 8.1.2 Provoking CCI: a case of tough love 213 8.1.3 Guiding CCI: quantity and quality of feedback 217 8.2 The role of simulation and disposition of course lecturers in 220 facilitating interaction changes 8.2.1 The power of practice-based courses 221 8.2.2 The power of lecturers‘ disposition and experience 225 7 8.2.3 Interplay of programme elements: a Creole discourse 227 8.3 Summary 230 CHAPTER 9: Exploring Notable Differences in Practice 231 9.0 Introduction 231 9.1 Pedagogical thinking and practice 234 9.1.1 Extent of practice and reflection 235 9.1.1.1 Missed instances for recall and follow-up 235 9.1.1.2 Targeting talks for follow-up 237 9.1.2 The underperforming case 240 9.1.2.1 Pedagogical priority: custodial versus intellectually 241 nurturing care 9.1.2.2 Pedagogical priorities: order and discipline versus 244 spontaneity or children’s interest 9.1.3 Models of implementation 248 9.2 Influence of external factors
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