Applying Technology and Awareness Integration Theory for Quality Early Childhood Care and Education

Abstract

Administrators from 10 early childhood care and education (ECCE) programs in a Pacific Southwestern state in the United States participated as one part of a qualitative longitudinal study exploring the use of technology at the onset of COVID-19 in March 2020 through May 2023. The purpose of this basic qualitative study was to explore how ECCE program administrators employed technologies to support staff, children, and families while providing continuity of quality in curriculum, pedagogy, professional development, parent engagement opportunities, and community outreach during and following the Pandemic. Findings revealed that diverse technologies were  employed, offered, and supported by ECCE program administrators in the Pacific Southwestern United States. Administrators acknowledged that continued use of technologies contributed to and sustained overall program quality; supported children’s attainment of developmental milestones; and enhanced parent and staff relationships, capacity building, and engagement. Further, this paper reports on ways ECCE program administrators adapted findings from the study to foster inclusion of awareness integration theory into their daily practices. Consistency of quality care and education have promoted children’s development in all domains leading to their formal school readiness. Examples of technology as a post-pandemic contributor to quality in ECCE programs  are shared.