Avoiding the ‘touchy feely’ words: state PreK leaders’ intentional language choices

Abstract

ABSTRACT State prekindergarten (PreK) leaders in the United States of America are instrumental to efforts to build birth through third grade systems as they are situated at a nexus point between early childhood education and care (ECEC) systems and the kindergarten through twelfth grade (K-12) education system. This qualitative study examined the ways state PreK leaders (n = 10) described using language associated with the EC field strategically during interactions with state kindergarten through third grade (K-3) education leaders. State PreK leaders’ discursive choices helped them navigate the tensions between these different education systems. This paper considers what their choices might mean for the EC field. Findings revealed multiple ways PreK leaders adjusted their terminology during interactions with K-3 leaders to avoid EC discourse, communicate clearly, garner or maintain acceptance, and aid in achieving their goals. PreK leaders’ decisions to avoid EC discourse may unintentionally reinforce perceptions of the EC field and its language. While EC discourse has historically helped the EC field push back against accountability pressures, PreK leaders’ linguistic choices may help assimilate EC into the K-12 system.