"At First I Wouldn't Talk so Much…": Coaching and Associated Changes in Language-Supportive Self-Efficacy among Infant/Toddler Educators

Autor/inn/en	Gardner-Neblett, Nicole; De Marco, Allison; Sexton, Sarah
Titel	"At First I Wouldn't Talk so Much…": Coaching and Associated Changes in Language-Supportive Self-Efficacy among Infant/Toddler Educators
Quelle	In: Early Education and Development, 32 (2021) 8, S.1220-1239 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1823769
Schlagwörter	Infants; Toddlers; Self Efficacy; Early Childhood Education; Teacher Workshops; Coaching (Performance); Language Acquisition; Communication Skills; School Readiness; Emergent Literacy; Metacognition; Teacher Student Relationship; Comparative Analysis; Teaching Methods; Teacher Attitudes; Faculty Development; Program Effectiveness; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Self-efficacy; Selbstwirksamkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sprachaneignung; Spracherwerb; Kommunikationsstil; Readiness for school; School ability; Schulreife; Frühleseunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten
Abstract	Developing strong language and communication skills in the first years of life provides young children with a foundation for a number of positive outcomes, including school readiness, early literacy skills, and self-regulation. High quality language supports in early childhood education programs are key to this development. Part of providing these high-quality language supports involves educators perceiving themselves as efficacious in their capability to support young children's language development. Using mixed methods, this study examines the extent to which there are changes in educators' language-focused self-efficacy after participating in professional development program focused on promoting infant/toddler language development. We examine the changes across two groups: (1) educators who participated in a workshop focused on infant/toddler language development and (2) educators who participated in the same workshop plus one-on-one practice-based coaching. Results suggest that participation in the workshop plus coaching compared to the workshop alone was related to greater growth in self-efficacy in language modeling and instructional practices. In follow-up interviews, coached educators reported on their perceptions of impact of the program on their practices and interactions with children. Implications for future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01