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relevant personal perspective, I was able to be sensitive to the perspectives of each of
participant. I could relate to them and be empathetic. This was clearly a strength. The
liability of researcher as instrument relates to the participant’s prior knowledge of me and
the effect this may have had on the information they revealed. Throughout the interview
process, I was conscious of this liability but with the triangulation of data from
interviews, classroom visits, focus group, and project documentation, I feel assured that
my influence on the participant’s responses was negligible.
Rust (1993) relates similar issues in building her cases of schools trying to build
stronger connections between care and education in the establishment of all-day
kindergarten programs. I agree with Rust’s assertion that prior knowledge of participants
must be acknowledged. Her research, however, focused on an audience of policymakers
and administrators; this left the perspective of the teacher and its essential importance
inadequately and incompletely examined. Rust (1993) in her book, Changing Teaching,
Changing Schools, focused on bringing early childhood practice into public education.
The case studies provided a model for this research but also inspiration for researching
the previously unexamined teacher.
For the participants and other teachers who may have access to this research, the
opportunity to consider the practice of others through the lens of their own values and
philosophy reflects the purpose of this study. Perhaps this will result in an “awareness of
the power of individuals” giving “a new lens [through which] to see early childhood
educators” (Driscoll, 1995, p. 5). These are stories of power, change and courage that
should be accessible to others.