Experience and Resistance to Childcare Practice Surveillance of Early Childhood Teachers and Caregivers

Abstract

In childcare practice, teachers who are taking important role in the early childhood development are being seriously gazed, both by school administrator as an employer who expects work performance, and parent as a user who expect a worthy service. Accordingly, this qualitative case study research aims to explore the experience and resistance to childcare practice surveillance of early childhood teachers and caregivers. By using purposive sampling technique, 41 early childhood teachers and caregivers in Bangkok and Chiang Mai province were chosen. In- depth interview and non- participation observation were used in data collection process.

Early childhood teacher and caregiver profession have to maintain both of self and organization image. They were also intercepted actual self even in online private space, because they could not deny connection with parent of students. This risk of relationship can lead to unconsciously conflict between of stakeholders in childcare practice. However, teachers and schools attempted to negotiate with surveillance by various ways, such as setting primary agreement between school and parent in term of coordination with school instead of teacher to protect their private time and space outside work. Impact of surveillance on teachers, children, and parent relation should be mainly considered. Moreover, using technology and online social media coupled with primary communication for children development which conform to school context was necessary.