Characteristics of effective collaboration among innovative early childhood intervention programs

Using a multiple case methodology this exploratory study looked at two early childhood intervention programs that were well known for having established effective collaborative relationships with parents and community partners. Recent research has shown that early childhood intervention programs have a greater impact on the life chances of children when there is effective collaboration between the program, parents, and the community. This research aimed to identify characteristics of effective collaboration within two early childhood intervention programs that differed in size, program structure, and demographics of families and communities served.Urie Bronfenbrenner's Bio Ecological Systems Theory was the theoretical model used to structure the research and data collection of the research. Data were collected through document analysis, interviews, and observations with teachers, administrators, parents, and community partners. Data analysis determined how collaborative relationships were formed and continued to impact teachers and administrators, families, and community partners inside and outside of the intervention programs Interviews were conducted with parents program administrators and teachers and community partners. Observations were conducted at the program sites over a five-month period.Results showed that collaborative relationships were formed and maintained through effective communication with parents and community partners. Effective communication included ongoing routine communication, as well as face-to-face regular interactions where participants spent time discussing the needs of the families and children served by the program. Results also showed that the routines and consistency of the programs were very important in establishing and maintaining collaboration. Consistency included ongoing leadership at each intervention site and with community partners. Established long term relationships with intervention sites and community partners led to the maintenance of accepted norms that enabled the programs to work together efficiently over long periods of time.By analyzing the collaborative relationships of each intervention program, the researcher was able to conclude that when relationships weren't maintained over time, the intervention programs, community partners, families, and children were all affected in negative ways that led to the breakdown of collaboration. Strong leadership was essential to creating an atmosphere of collaboration at each intervention site and when leadership changed, collaborative relationships among the program, parents, and community dissolved.