Broadening the Definition of Collaboration in Early Care and Education

ABSTRACT

Research Findings: This article summarizes current peer-reviewed research and conceptualizations of collaboration and presents a new conceptual model. Authors found that the existing peer-reviewed literature does not adequately reflect emerging understandings of the nature of early childhood collaborations or the contributions such collaborations make to outcomes. The paper fills a gap in the literature by presenting a broader conceptualization of collaboration in which stakeholders work together and use data to achieve common goals through engaging in shared activities. Authors provide examples of how collaborations take place within a network of early care and education programs. Practice or Policy: Practitioners can use information presented in this to support collaborations at different levels of an early childhood system. More research needs to be conducted to identify and measure collaborative activities and outcomes across levels of collaboration to align with a broader definition of collaboration.

Acknowledgments

We gratefully acknowledge the funding support for this work provided by the Buffett Early Childhood Fund and the George Kaiser Family Foundation. The content of this publication does not necessarily reflect the views or policies of the Buffett Early Childhood Fund or the George Kaiser Family Foundation. We also thank the programs for providing the data, including the Educare staff, families, and children.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Buffett Early Childhood Fund and the George Kaiser Family Foundation