UNDERSTANDING THE PHENOMENON OF PROFESSIONAL ISOLATION IN THE EARLY CHILDHOOD EDUCATION SECTOR

Abstract

My doctoral dissertation considers the phenomenon of professional isolation in the Early Childhood Education sector. Prior to the research study, I reviewed previous inquiries that explored the concepts of quality, retention issues, career satisfaction, and information and communication technologies. Upon completion of the inquiry, I returned to review the most current literature, which over the five years has become more plentiful due to the increase in ELCC research in Canada and beyond. My study considered the lived experiences of professional isolation as communicated by Early Childhood Educators (ECEs) in collaborative interviews. I examined the significance and meaning of their insights and explored the potential of an e-mentoring resource for Early Childhood Educators. The primary finding relates the importance of a broader support network to promote connection through e-mentoring for individual Early Childhood Educators and for groups of Early Childhood Educators within an online Community of Practice. My research inquiry was guided by a phenomenology of practice analysis which I chose because it allowed for reflective practice by all the ECE participants including me. Phenomenology of practice is inclusive, it is participatory, and it facilitated acknowledgement of the voices of Early Childhood Educators, as they expressed their desire to contribute to a research project that had significance to them and their professional allies. By offering Early Childhood Educators the opportunity to share their experiences and contribute to this research project, an understanding of professional isolation and its impact on their career satisfaction has been discovered.