An observational study of four child care practitioners' emergent literacy philosophies, environments, and pedagogical practices

The number of infants and toddlers in child care has risen dramatically, as has the number of hours young children spend in child care, prompting questions about the quality of the care they receive. Of particular importance is the quality of language interactions, as early language development is related to later academic success and optimal interactions can change the trajectory of the child's potential.; Research studies have shown how particular process and structural variables affect the quality of early care. What is less apparent is how ecological contexts influence daily behaviors and the perceptions that caregivers have about the work they perform. The alignment of practitioners' beliefs and knowledge systems regarding literacy with their practices and their perceptions about the challenges of child care within ecological contexts is investigated in this study.; The procedures for collecting data included semi-structured interviews, a focus group interview and participant observations that occurred six hours a week for one month for each practitioner. The environment, general behaviors, and language interactions of the caregivers were assessed with reputable methods.; Results indicated that practitioners with more experience than education demonstrated behaviors that were congruent with their espoused theories, although their espoused theories were not informed by public theory. The individual with the most education not only used practices based on theory but also showed consistency in her espoused theory and her theory in action. In all four cases, ecological contexts were strongly influenced by the practitioners' interactions and perceptions about their careers.; The findings of the study have implications for policy in child care regulations and for the education of early childhood majors. First, policies need to be developed that provide parents with the means to recognize and afford quality care. Second, practitioners should have opportunities for professional development regardless of their educational background or the context in which they are working. In higher education, preservice teachers need to be immersed in reflective practice and in language strategies so they become habitual. Additionally, higher education can join practitioners with mentors to elevate the professional development and application of best literacy practices in early education programs.