Annually, about 3.5 million Americans of all ages, ethnicities, and professions experience homelessness (National Coalition for
the Homeless [NCH], 2009c). About one-third of the total homeless population is comprised of families, and families with children are
among the fastest growing segments of the population (NCH, 2009b). It is reported that homelessness is typically a recurrent experience
that results in children’s educational, emotional, and physical needs being neglected as families struggle to obtain stable housing and
other basic needs (Nunez, 2000). While families in homeless situations – currently homeless, previously homeless, and at-risk of
homelessness – face many challenges and issues, one frequent difficulty is the enrollment of their young children in child care or
preschool programs. Although the McKinney-Vento Act stipulates that educational agencies must review and revise laws, regulations,
practices, or policies that may act as a barrier to the enrollment, attendance, or success in school of homeless children and youth
(National Association for the Education of Homeless Children and Youth [NAEHCY], n.d.a.; United States Department of Education [U.S. DOE],
2002, 2004), it is estimated that only 16-21% of homeless preschoolers are enrolled in child care programs, while the rate of all children
nationally is 53% (Nunez 2000; U.S. DOE, 2004). Clearly, the existence of the McKinney-Vento Act alone is not enough to remove the
barriers to enrolling children in homeless situations in child care programs. Early childhood professionals – center owners/ directors
(O/Ds), family advocates (FAs), assistant center directors/center lead teachers (ADs/CLs), lead teachers (LTs), and assistant teachers
(ATs) – are also in key positions to ensure that the requirements of the McKinney-Vento Act are consistently applied to assist families in
homeless situations access educational opportunities for their young children. However, very few empirical studies have addressed the ways
or the extent to which early childhood professionals (ECPs) are responsive to the needs of children and families in homeless situations.
Thus, the purpose of this qualitative study was to explore how ECPs work with children and families who are in homeless situations.
Specifically, the researcher examined (1) the specialized knowledge ECPs have about children and families in homeless situations and their
unique needs; (2) the practices ECPs implement to be responsive to the needs of children and families in homeless situations; and (3) what
ECPs believe they need so that they can work more effectively with children and families in homeless situations. In-depth interview data
and supporting documents were collected from a purposeful sample of 14 ECPs employed at six different child care centers. Then, the data
were analyzed using a qualitative thematic approach. The data revealed that ECPs have specialized knowledge about who is likely to
experience homelessness; they understand the adverse impact of homelessness on child development and family well-being; and they recognize
the need and importance of providing family-oriented child care services. The practices ECPs implement to be responsive to the needs of
children and families in homeless situations include the three Rs – recruiting families, reducing barriers to enrollment and attendance,
and referring families to community agencies; building trusting and supportive relationships; and implementing individualized strategies
in the classroom. In order to work more effectively with children and families in homeless situations, ECPs believe they need public and
private funding to make child care programs more accessible; specialized professional development to learn best practices for working with
this population; and policy changes to support child success and family stability. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the Doctor of
Philosophy. / Fall Semester 2016. / November 16, 2016. / Children and families, Early childhood, Exploratory study, Homeless, Qualitative / Includes bibliographical references. / Ithel Jones, Professor Directing Dissertation; Motoko Akiba, University Representative; Lindsay
Dennis, Committee Member; Diana Rice, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_405626 |
| Contributors | Salim Bakare, Nebi (authoraut), Jones, Ithel (professor directing dissertation), Akiba, Motoko (university representative), Dennis, Lindsay Rae (committee member), Rice, Diana Claries, 1949-- (committee member), Florida State University (degree granting institution), College of Education (degree granting college), School of Teacher Education (degree granting departmentdgg) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (205 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
Page generated in 0.0022 seconds