A Relationship-Based Approach to Professional Development in the Early Childhood Educational Setting: The Role of Relationships in Collaboration and Implementation

Autor/inn/en	Barron, Carla; Weathington, Beverly; Howell, Shameika; Bell, Sherry; Stacks, Ann M.
Titel	A Relationship-Based Approach to Professional Development in the Early Childhood Educational Setting: The Role of Relationships in Collaboration and Implementation
Quelle	In: ZERO TO THREE, 41 (2020) 1, S.5-11 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-8038
Schlagwörter	Faculty Development; Early Childhood Education; Infants; Attachment Behavior; Early Intervention; College School Cooperation; Mental Health; Young Children; Cultural Influences; Student Diversity; Interpersonal Relationship; Preschool Teachers; Teacher Student Relationship; Sustainability; Partnerships in Education; Parent Child Relationship; Michigan + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Infant; Toddler; Toddlers; Kleinkind; Attachment; Bindungsverhalten; Psychohygiene; Frühe Kindheit; Cultural influence; Kultureinfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Nachhaltigkeit; Hochschulpartnerschaft; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Hearts and Minds on Babies (HMB) is an innovative, attachment-based training for Early Head Start (EHS) staff and parents, developed through a collaboration between university-based researchers and clinicians and community-based EHS educators. This article describes HMB, our collaboration, and lessons learned when infusing infant and early childhood mental health principles within professional development training for early childhood educators. The authors explain how to frame attachment needs within the goals of the educational setting, honor culture and diversity, and take time to allow for the development of safe and secure relationships. Stories from a university-based HMB facilitator, an EHS teacher, and an EHS administrator highlight how HMB supports the participants' emotional response as they are learning new ways of being with very young children; a parallel experience related to the needs of the children themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01