Closed door policy: the power shift from parents to children
Research dates: August – November 2021
Researchers: Dr Jo Bird University of New England, Galia Urquhart and Tammy Paterson-O’Kane Yarm Gwanga
During the Covid pandemic, early childhood settings remained open, receiving Department recommendations for ways to reduce the risks and exposure of Covid-19. In response to these recommendations, a University based Early Education Centre changed its drop off and pick up procedures for children and families. Shifting from an open door policy, to a procedure where the door was locked and parents rang the doorbell, handed their children to staff and said their goodbyes at the door. At pick up time, parents could collect their children from the back gate, often sneaking a glimpse of their child playing before being noticed. The aim was to minimise the risks to children, families and staff, we needed to understanding the effect the new procedure was having on all stakeholders.
This pandemic is a world first, therefore research doesn’t exist on how centres protect the health of staff, children and families while also meeting the emotional and practical needs of all involved in the centre. We conducted an online survey of both families and educators to ascertain the impact of the new procedure, aiming to improve the experience for all involved. What we found was the new procedure had a positive impact on children’s sense of agency, confidence and resilience (which was tested in the following months when the centre experienced a natural disaster and had to relocate). While parents were positive the changes were reducing the risk to their children, they also felt a disconnect with the centre and the experiences, friends and space their child was involved in. This research has allowed us to change the health recommendation into an exciting way to build the sense of belonging within the centre community and continue to develop children’s confidence and sense of agency.
Blog Post – Parents out, children in: understanding the impacts of COVID measures in early childhood services.
School of Education Seminar Series