Implications of CCTV cameras on child-care centres’ routines, peer relationships, and parent–teacher relationships: child care educators’ opinions

Abstract

In recent years, surveillance cameras have become common in the education system, in early childhood child-care centres as well as in preschools and schools. Public opinion regarding the usage of security cameras in early childhood institutions is constantly increasing due to a growing number of incidents exhibiting child abuse by caregivers. However, meagre attention is given to the use of security cameras in early childhood child-care centres and preschools in the literature. We examined the opinions of child care teachers and caregivers about the implications of implementing cameras in child-care centres routines and how they reshape the relationships with parents and caregivers in Israeli child-care centres. Seven semi-structured interviews were conducted with seven child care teachers and caregivers. Results show that practitioners perceive cameras as generating a disruptive effect on child care centres’ routines. CCTV cameras may create stressful situations between parents and staff, as well as among staff, raising issues of mistrust and privacy violation. However, cameras also serve as a means of establishing mutual trust and maintaining good relationships with parents. This dual impact should be addressed by policy makers and stakeholders involved, who should be aware of the overall consequences of CCTV cameras in child care centres prior to installing such systems.