The qualifications, practices, and interactions of early childhood (EC) teachers with children have been widely researched as avenues for improving EC education. However, little is known about the work supports EC teachers need to be successful. Non-contact time is an important element of the work environment that supports teachers’ ability to meet their professional expectations. This exploratory study aimed to provide a current snapshot of non-contact time at center-based programs accredited by the National Association for the Education of Young Children (NAEYC) using a mixed methods embedded questionnaire design. Both EC center directors (104) and teachers (106) completed the questionnaire. Results indicate that non-contact time amounts varied widely and were associated with the type of program where teachers were employed. Teachers received less non-contact time than intended and shared a range of strategies for completing their work tasks when they lacked adequate non-contact time. Directors expected and teachers used non-contact time primarily for activities related to teaching and curriculum, documenting and assessing child progress, and establishing and maintaining relationships with families. Program management activities emerged as an unexpected responsibility for teachers during non-contact time. Directors reported prioritizing non-contact time decisions based on mandated program factors. Implications include creating policies that mandate specific amounts of non-contact time for EC teachers, creating a culture that respects and prioritizes planning, and providing early career teachers with time management strategies.

中文翻译：

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基于幼儿中心的计划中非接触式时间实施：一项混合方法研究

幼儿教师 （EC） 的资格、实践和与儿童的互动已被广泛研究为改善 EC 教育的途径。然而，人们对支持 EC 教师成功所需的工作知之甚少。非接触时间是工作环境的一个重要元素，它支持教师满足其专业期望的能力。这项探索性研究旨在使用混合方法嵌入式问卷设计提供全国幼儿教育协会 （NAEYC） 认可的中心课程的非接触时间的当前快照。EC 中心主任 （104） 和教师 （106） 都完成了问卷。结果表明，非接触时间量差异很大，并且与雇用教师的课程类型有关。教师获得的非接触时间少于预期，并分享了一系列在缺乏足够的非接触时间时完成工作任务的策略。主任预计和教师主要将非接触时间用于与教学和课程相关的活动、记录和评估儿童进步以及建立和维护与家庭的关系。在非接触时间，项目管理活动成为教师的一项意想不到的责任。董事们报告说，他们根据规定的计划因素优先考虑非接触时间决策。影响包括制定政策，规定 EC 教师有特定数量的非接触时间，创造一种尊重和优先考虑规划的文化，以及为早期职业教师提供时间管理策略。