Date
9-17-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Kristy Motte
Keywords
Childcare teachers lived experience, children with developmental delays and disabilities, Developmental delays and disabilities, early childhood education, inclusive education, early intervention, teacher preparation, childcare centers, phenomenological study
Disciplines
Education | Special Education and Teaching
Recommended Citation
Morris Fraser, Joan, "A Phenomenological Study on Childcare Teachers’ Experience Teaching Children with Developmental Delays and Disabilities" (2026). Doctoral Dissertations and Projects. 8929.
https://digitalcommons.liberty.edu/doctoral/8929
Abstract
The purpose of this transcendental phenomenological study was to describe the lived experiences of childcare center teachers who taught students with developmental delays and disabilities (DDDs) in three childcare centers located in New York State. Grounded in Vygotsky’s social constructivist theory, the study explored how teachers foster inclusive classroom environments that support children’s learning through social interaction and cultural context. The central research question asked: What are the shared experiences of childcare teachers who taught students with DDDs in New York State? Twelve teachers from three inner-city childcare centers serving children ages two through five participated in the study. Data were collected through semi-structured interviews, a focus group, and document analysis. Braun and Clarke’s inductive thematic analysis guided the identification of key patterns and meanings within the data. Three themes emerged: preparation to work with children with DDDs, successful practices for supporting children with DDDs, and challenges faced when supporting children with DDDs. The subthemes included professional development, support from other professionals, prior work experience, flexibility to meet student needs, hands-on activities, routines, trust-building relationships, children acting out, gaps in administrative support, limited help identifying students with developmental delays, and working with parents. The findings contributed to the field of early childhood special education by emphasizing the importance of teacher preparation, interprofessional collaboration, and organizational structures that promote inclusion for children with DDDs.
