Full Description
This book provides an introduction to the theory and practice of mentoring, coaching and supervision in the context of early childhood education and care. Written by a team of scholars from the UK, Ireland, South Africa, Australia and the USA the book includes a range of annotated case studies to exemplify important issues from around the world. The chapters are organized around four key principles:
· Embedding professional one to one support within the setting
· Maximising performance and professional development
· Self and collaborative reflection for leadership
· Managing and leading change
Topics covered include discussion of the differences and similarities between mentoring, coaching and supervision; management and leadership in early childhood settings; safeguarding and child protection. Alongside the annotated case studies each chapter also includes a summary of key points and questions for further discussion.
Contents
Introduction
Part I: Mentoring and Coaching Theory
1. Theory of Mentoring and Coaching in Early Childhood, Michael Gasper
2. The Importance and Value of Mentoring and Coaching in the Early Years, Michael Reed and Rosie Walker
3. Mentoring and Coaching and Their Relationship to Management and Leadership in Early Education, Josephine Bleach
4. Providing Professional Support to Mentors and Coaches in Early Childhood Education, Siobhán Keegan
5. Creating Safe Reflective Spaces for Child Protection Practice, Claire Majella Richards
6. Pedagogic Mediation in the Early Years, Helen Lyndon
7. A Research Based Approach to Mentoring for Success for Early Years Teachers, Jill Harrison and Diana Harris
8. Transforming Pedagogy in Early Childhood Education, Naseema Shaik and Hasina Ebrahim
9. Insights on Mentoring Practices within the Early Childhood Sector in Singapore, Doranna Wong, Manjula Waniganayake and Fay Hadley
10. Individualized yet Standardized Approaches to Coaching in Early Childhood Education, Karrie Snider and Maggie Holley
Reflections
Introduction to Part II
Part II: Appreciative Enquiry - Theory in Practice
11. Appreciative Inquiry Mentoring to Implement the Early Years Bicultural Curriculum, Chris Jenkin, New Zealand
12. Finding Community through an Induction Support Project, Laura K. Doan, Canada
13. Coaching Teams of Early Years Professionals throughout a County in England, Becky Poulter Jewson, England
14. Using Collaborative Coaching Where Teachers are Experts, Karrie Snider and Maggie Holley, United States
15. Coaching When Teacher Commitment, Confidence and Knowledge are Low, Karrie Snider and Maggie Holley, United States
16. Cultural Awareness, Narratives and Identity, Kaat Verhaege and Joke Den Haese, Belgium
17. Three Key Stages in Mentoring and Coaching, Michael Gasper, United Kingdom
18. Using Preservice Teachers as Mentors to In-service Early Years Teachers to Promote Meaningful Child Participation, Naseema Shaik and Hasina Ebrahim, South Africa
19. Critical Reflections on Emerging Themes, Michael Gasper and Rosie Walker
Index
