Non-contact time implementation in early childhood center-based programs: A mixed methods study

Abstract

The qualifications, practices, and interactions of early childhood (EC) teachers with children have been widely researched as avenues for improving EC education. However, little is known about the work supports EC teachers need to be successful. Non-contact time is an important element of the work environment that supports teachers’ ability to meet their professional expectations. This exploratory study aimed to provide a current snapshot of non-contact time at center-based programs accredited by the National Association for the Education of Young Children (NAEYC) using a mixed methods embedded questionnaire design. Both EC center directors (104) and teachers (106) completed the questionnaire. Results indicate that non-contact time amounts varied widely and were associated with the type of program where teachers were employed. Teachers received less non-contact time than intended and shared a range of strategies for completing their work tasks when they lacked adequate non-contact time. Directors expected and teachers used non-contact time primarily for activities related to teaching and curriculum, documenting and assessing child progress, and establishing and maintaining relationships with families. Program management activities emerged as an unexpected responsibility for teachers during non-contact time. Directors reported prioritizing non-contact time decisions based on mandated program factors. Implications include creating policies that mandate specific amounts of non-contact time for EC teachers, creating a culture that respects and prioritizes planning, and providing early career teachers with time management strategies.