This study investigated sources of resistance to the development of integrated preschool programs expressed in concerns raised during interviews and observations of parents, teachers, and administrators involved in system change. Findings suggest that perceived loss of political control over aspects of programs that have been informally negotiated between parents, teachers, and administrators may underlie concems about new programmatic arrangements. The study illustrates the application of qualitative research methods to questions that are of considerable importance to early childhood educators, but that have received relatively little empirical study to date.
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