Date of Award

Summer 9-15-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Educational Studies

First Advisor

Kaoru Miyazawa

Second Advisor

Alison Hooper

Third Advisor

Valerie Shinas

Abstract

Continuity of care is an important component of early childhood education that emphasizes stable, consistent, and responsive relationships among children, caregivers, and families. Although research has demonstrated the importance of stable caregiver-child relationships, much of the existing literature has focused on center-based childcare settings. This qualitative study explored how providers and families perceived long-term caregiving relationships, communication practices, and family-provider partnerships as shaping continuity of care. The purpose of this study was to examine licensed family childcare providers’ and families’ perspectives regarding the perceived developmental benefits, relational experiences, and challenges associated with continuity of care. Guided by attachment theory, sociocultural theory,and care pedagogy, this study examined how long-term caregiving relationships, communicationpractices, and family-provider partnerships shape the perceptive of continuity. A qualitative focus group design was used to gather stakeholder perspectives. Data were collected through three virtual focus groups, including two groups with licensed FCC providers and one group with families currently enrolled in licensed FCC programs in Massachusetts. Participants also completed demographic surveys to provide contextual information about the study sample. Data were analyzed using inductive thematic analysis, including initial coding, in vivo coding, categorization, and theme development. The analysis process was supported through analyticmemos, coding documentation, and comparison across provider and family perspectives. Findings indicated that continuity of care was experienced as a relationship-based practice grounded in trust, stability, and long-term connections. Providers described continuity as supporting emotional security, knowledge of the whole child, mixed-age learning communities,intentional communication, and professional commitment. Families emphasized trust, family-like relationships, stability during transitions, and strong partnerships with providers as central aspects of their experiences. Participants also identified challenges associated with sustainingcontinuity, including financial barriers, policy pressures, and the emotional demands of maintaining long-term caregiving relationships. The findings suggest that licensed FCC settings provide unique relational environments where continuity is maintained through consistent caregiving relationships and strong partnerships between providers and families. This study contributes to a deeper understanding of continuity of care in FCC settings by centering stakeholder perspectives and highlighting implications for early childhood research, professional practice, and policy development.

Keywords: continuity of care, family childcare, early childhood education, qualitative research,focus groups, caregiver-child relationship

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