Affordable Access

Access to the full text

Playing well with others: a case study of collective impact in the early care and education policy arena

Authors
  • Zuckerman, Sarah J.1
  • Garrett, Amanda L.2
  • Sarver, Susan2
  • Huddleston-Casas, Catherine2
  • 1 University of Nebraska-Lincoln, TEAC 141, Lincoln, NE, 68588, USA , Lincoln (United States)
  • 2 University of Nebraska, 2111 S. 67th Street, Suite 350, Omaha, NE, 68106, USA , Omaha (United States)
Type
Published Article
Journal
International Journal of Child Care and Education Policy
Publisher
Springer Singapore
Publication Date
Jul 02, 2020
Volume
14
Issue
1
Identifiers
DOI: 10.1186/s40723-020-00072-4
Source
Springer Nature
Keywords
License
Green

Abstract

The quality and quantity of early childhood care and education services have risen as a key reform area for influencing educational and economic outcomes. However, changes in this policy arena are stymied by the fragmentation of this policy arena. Collaborative approaches have been proposed to create systems-level change. Collective impact is one such approach; however, few examples exist in the early childhood care and education literature, especially at the state level. This ethnographic case study conceptualizes collective impact as a policy network capable of change in a fractured policy arena and reports the results from the first year of a statewide collective impact effort examines stakeholder perceptions of mobilization and development of a common agenda, or shared understandings. The results illustrate the importance of relationship building, ongoing attention to common understandings through multiple processes and mechanisms, the importance of the backbone organization, and the need to attend to mindset shifts that accompany early collective impact work.

Report this publication

Statistics

Seen <100 times