PhD Oral Exam - Katherine Pauls, Education

When studying for a doctoral degree (PhD), candidates submit a thesis that provides a critical review of the current state of knowledge of the thesis subject as well as the student’s own contributions to the subject. The distinguishing criterion of doctoral graduate research is a significant and original contribution to knowledge.

Once accepted, the candidate presents the thesis orally. This oral exam is open to the public.

Abstract

The concept of love in early childhood education is complex and challenging to define. However, understanding early childhood educators' views on love is essential for supporting educators and children in childcare settings. This phenomenological study examines early childhood educators’ beliefs and expressions of love and how they differentiate between love and care in their interactions with children. Their perspectives include, amongst others, influences from parents, coworkers and children. Eight early childhood educators from Montreal, Canada, who work with children under five years of age were recruited for this study. They participated in in-depth individual and focus group interviews. During the interviews, the participants were asked questions about their perspectives on love and care in their childcare settings as well as inspirations and challenges to showing love. They each gave concrete examples of how they showed love, including physical affection, curriculum actions and emotional support. The focus group discussions allowed participants to share their thoughts on personal and traditional definitions of love, deepening the dialogue around these complex concepts. The data was analyzed using In Vivo and Emotion coding and four themes were identified: (1) How Educators Believe They Show Love, (2) Factors That Educators Believe Shape the Way They Show Love, (3) Factors Educators Believe Act as Barriers and Challenges to Showing Love, and (4) How Educators Understand Love and Care in Their Work. These themes provide valuable insights into the educators' experiences and interactions within early childhood settings, highlighting the emotional intricacies of their roles, specifically as they alter their expressions of love and care for the children. This research has important implications for early childhood education training and support, helping pre-service teachers better understand their work's emotional dimensions and navigate the challenges of forming and maintaining meaningful relationships in childcare environments.