Original Research/Study

Practitioner Research in Early Childhood Education and Care

A 21-Year Review of the Literature

Shannon, Darbianne MA; Smith, Sara MAE; Dana, Nancy PhD

Author Information

School of Teaching and Learning at the University of Florida, Florida (Ms Shannon and Dr Dana); and School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, Florida (Ms. Smith).

Correspondence: Darbianne Shannon, MA, School of Teaching and Learning, University of Florida, Gainesville, FL 32611 ([email protected]).

The authors declare no conflict of interest.

Infants & Young Children 29(4):p 312-334, October/December 2016. | DOI: 10.1097/IYC.0000000000000066

Abstract

Practitioner research has the potential to facilitate the ongoing knowledge and skill development of preservice and in-service early childhood education and care teachers. The purpose of this systematic literature review is to describe the landscape of practitioner research conducted in the United States. This study synthesizes more than 20 years of practitioner research conducted by practitioners in the “birth to five” context. Critical components that help understand (a) who engages in practitioner research, (b) under what structural conditions practitioner research occurs, and (c) how practitioner researchers actively query their context and collect and analyze data are described. Following the review of the literature, a summary of what is known and implications for expanded understanding are discussed.

© 2016 Wolters Kluwer Health, Inc. All rights reserved.

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