Mentoring early childhood educators to think more critically about their practice

Mentoring early childhood educators to think more critically about their practice

Bartram, Lydia (Florida Atlantic University)
Keller, Cassandra (Tree Top Academy)
Lee, Yoonhee (Florida Atlantic University)
Pervaiz, Sumbla (Florida Atlantic University)
Polk, Chelsea (Tree Top Academy)

2018-05-17 - 2018-05-17

Event
postersession
Events

2025-12-17

19048

icot18_ICOT18_complete_calendar_93

English

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There are many compelling arguments for focusing on early childhood development and education, and these arguments are built on sound and scientific developmental research that demonstrates the importance of environmental influences and early experience in relation to the developmental needs of young children (Britto, Engle & Super, 2013; Bernard van Leer Foundation, 2006; Meyers, 1995). A large body of research also strongly substantiates the important role high quality early childhood environments play in meeting the comprehensive needs of young children (Pianta, 2012). Without enhanced training and support, early childhood professionals will continue to feel ill equipped to handle the many challenges they face in the profession and the number of children lacking the appropriate readiness skills for kindergarten will continue to rise. Hobbs and Stovall (2015) assert that it is through “meaningful and supportive communication” (p. 91) that fosters mentorship and educators’ abilities to learn and implement new teaching strategies. Research also highlights key components that directly impact the school readiness gains of young children, specifically; teachers should be well trained, classroom instruction should be intentional, curriculum activities should be appropriately structured within approaches that are well planned, class sizes and ratios should support small group and individual work, and strong mentoring is needed to guide teachers’ daily classroom instruction (Pianta, 2012). The Karen Slattery Educational Research Center for Child Development (ERCCD) serves as a conduit for equipping early childhood professionals with the skills necessary to achieve these critical components for high quality environments. By integrating theory and practice together in a meaningful way, our training model answers the call to action by Pianta (2012) that investments in professional development are greatly needed, especially innovative programs where early childhood educators can “learn, plan and improve” (Pianta, 2012, p. 104) on their practice continuously within supportive environments. Quality early education lays the foundation for healthy growth and development of children and generates the framework for the formation of human capital to thrive and advance societies (UNICEF, 2012). Through a grant financed by PNC Bank, the Karen Slattery ERCCD provided a professional development training program grounded within a mentorship framework that supported the individualized professional development of early childhood leaders and educators in three early childhood settings. The grant provided crucial support for the implementation of a hands on, integrated approach to professional development in which school leaders and classroom educators were able to acquire advanced skills and knowledge in early childhood project based practices through a hands-on, practice oriented format The presenters will share the data collected from this year long grant funded professional development and mentorship program. They will also collaboratively share in depth their journey with one of the schools as they further developed their curriculum and transformed their child centered teaching practices through project based learning.

ICOT 18 - International Conference on Thinking - Cultivating Mindsets for Global Citizens
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