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Practices and Reflections of Experienced, Expert Early Childhood Coaches 经验丰富的专家幼儿教练的实践与思考
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-10-01 DOI: 10.1097/IYC.0000000000000200
P. Thompson, Christine A. Marvin, L. Knoche
{"title":"Practices and Reflections of Experienced, Expert Early Childhood Coaches","authors":"P. Thompson, Christine A. Marvin, L. Knoche","doi":"10.1097/IYC.0000000000000200","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000200","url":null,"abstract":"The qualities and practices of two experienced, expert early childhood (EC) coaches, working with Early Head Start teachers, were explored through analyses of 24 audio-recorded EC coach–teacher conversations and coach interview data. Audio-recordings from 2 years of coaching sessions were reviewed, identifying the coaches' use of specific conversation behaviors, modified from Early Childhood Coaching Conversations (ECCC; Knoche & Bainter, 2012). Coaches used all 12 ECCC behaviors. Conversational behaviors associated with establishing relationships and sharing observations were used at similar rates in beginning (first year) and established (second year) coaching relationships. Coaches in established relationships however used higher rates of behaviors associated with acknowledging and affirming teachers' feelings and behaviors, and planning next steps. EC coaches' reflections on behaviors they used in coaching sessions with the teachers provided an opportunity to further examine EC coaching principles and practices. Interviews revealed coaches' perceived benefits of coaching, as well as a value in advancing relationships, and using key conversation behaviors, documentation, and a structured coaching approach. A focus on evidenced-based strategies teachers have been previously trained to use in their work with at-risk infants, toddlers, and their families was important in the coaches' work with teachers.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"18 1","pages":"337 - 355"},"PeriodicalIF":1.1,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83983147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Family and Coach Responses to a Program for Fostering Infant Language 家庭和教练对婴儿语言培养计划的反应
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-07-01 DOI: 10.1097/IYC.0000000000000193
Heidi L. Hollingsworth, Mary Knight-McKenna, Judy Esposito, Caroline Redd
{"title":"Family and Coach Responses to a Program for Fostering Infant Language","authors":"Heidi L. Hollingsworth, Mary Knight-McKenna, Judy Esposito, Caroline Redd","doi":"10.1097/IYC.0000000000000193","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000193","url":null,"abstract":"This study investigated family and coach responses to a two-year community-based research program, Strong Beginnings for Babies (SBB), designed to support families in fostering infant language development. The study focused on families of infants from low-income backgrounds, as these children may be at risk for delayed language development. The majority of participants self-identified as Hispanic, Latino, or of Spanish origin. Three coaches were hired to work closely with participating families during a series of group sessions where they modeled language promotion practices, provided feedback on families' implementation of practices, and reviewed measures of infants' home language environments with families. Analyses of surveys, interviews, and documents indicated that SBB proffered a number of benefits for both families and coaches. Benefits for families included increased knowledge about the importance of and practices for engaging in language interactions with their infants, as well as a sense of community with other families. Benefits for coaches included personal and professional opportunities for growth and positive relationships with participating families. Challenges and areas for improvement were also noted. Although families expressed a desire for more frequent and longer coaching sessions, coaches reported concerns about inconsistent program attendance and acknowledged the complexities of families' lives.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"17 1","pages":"204 - 224"},"PeriodicalIF":1.1,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85391996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Social Validity of an Early Intervention Online Professional Development Program 早期干预在线专业发展项目的社会效度
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-07-01 DOI: 10.1097/IYC.0000000000000198
Sarah J. Sexton, Li-Hong Yang, Deborah W. Hamby
{"title":"Social Validity of an Early Intervention Online Professional Development Program","authors":"Sarah J. Sexton, Li-Hong Yang, Deborah W. Hamby","doi":"10.1097/IYC.0000000000000198","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000198","url":null,"abstract":"This article presents findings from an online early intervention orientation program developed to provide one state with an economical and systematic means for onboarding new early intervention providers, administrators, and service coordinators. The quantitative findings suggest the courses were a successful method of delivering training to participants, the courses were perceived to achieve their intended objectives, and the courses had high social validity in terms of ease of use and content of the courses. The qualitative findings revealed participants' plans for putting course content into practice. Findings suggest that online course delivery could be a viable and efficient means of providing early intervention orientation to a statewide network. The design of the courses and alignment with adult learning characteristics is discussed. Potential limitations and contributions to the field of early intervention are included.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"65 1","pages":"241 - 261"},"PeriodicalIF":1.1,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89606832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
From Emotional Crisis to Empowerment 从情绪危机到赋权
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-07-01 DOI: 10.1097/IYC.0000000000000194
Melissa Cain, Melissa Fanshawe
{"title":"From Emotional Crisis to Empowerment","authors":"Melissa Cain, Melissa Fanshawe","doi":"10.1097/IYC.0000000000000194","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000194","url":null,"abstract":"This article presents the experiences of 2 mothers whose children were born blind. It relates their journey moving from the grief experienced when presented with the unexpected challenges of supporting a child with special needs to a position of empowerment after gaining the necessary knowledge and skills to integrate into their new and reimagined lives. This research addresses the following question: “What is the role of Early Intervention Specialists (EISs) in supporting parents of children with unexpected congenital blindness?” Using case study methodology, the authors interviewed 2 mothers in Australia, when their children were aged 5 years and again 5 years later to gather a longitudinal understanding of their interactions with EISs. These narratives underscore the critical importance of the specialized knowledge EISs provide in empowering caregivers to take control of their child's therapy needs and advocate for their full participation within educational contexts and the community.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"39 1","pages":"225 - 240"},"PeriodicalIF":1.1,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74379641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Caregiver Navigation Through Early Hearing Detection and Intervention Programs in South Africa 南非通过早期听力检测和干预项目的护理人员导航
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-07-01 DOI: 10.1097/IYC.0000000000000197
A. Kanji, Wasifah Noorbhai
{"title":"Caregiver Navigation Through Early Hearing Detection and Intervention Programs in South Africa","authors":"A. Kanji, Wasifah Noorbhai","doi":"10.1097/IYC.0000000000000197","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000197","url":null,"abstract":"This research study aimed to explore the experiences of caregivers of children through the early hearing detection and intervention (EHDI) process in the public health care sector in South Africa. A qualitative research design was employed. Semistructured interviews were conducted with 8 caregivers from 3 different levels of service delivery in the public health care sector who had children aged 5 months and 3 years. Data were analyzed using inductive thematic analysis, which resulted in 6 interrelated themes. Most participants reported a positive experience in terms of service provision with professionals. Accessibility to services and long waiting periods, however, remain challenges within the EHDI process. Continuity of care and care coordination was found to need attention in South Africa, particularly for high-risk infants who require ongoing follow-up.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"592 1","pages":"190 - 203"},"PeriodicalIF":1.1,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77320857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Scoping Review of the Knowledge Base, Landscape, and Trends in Leadership Literature in Early Intervention, Early Childhood, and Early Childhood Special Education 早期干预、早期儿童和早期儿童特殊教育中领导力文献的知识库、景观和趋势综述
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-07-01 DOI: 10.1097/IYC.0000000000000196
Sara Movahedazarhouligh
{"title":"A Scoping Review of the Knowledge Base, Landscape, and Trends in Leadership Literature in Early Intervention, Early Childhood, and Early Childhood Special Education","authors":"Sara Movahedazarhouligh","doi":"10.1097/IYC.0000000000000196","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000196","url":null,"abstract":"Effective leadership is regarded as pivotal to the vitality of organizations. In early childhood programs, strong leadership is particularly critical because program leaders are the gatekeepers of quality. However, the fields of early intervention, early childhood, and early childhood special education (EI/EC/ECSE) continue to struggle with the challenges of being overlooked regarding leadership research, potentials, qualities, and abilities. This scoping review aimed to identify and synthesize the available evidence by understanding the nature and extent of leadership literature in EI/EC/ECSE between 2000 and 2018. Collectively, 1,416 articles were reviewed. A total of 106 articles that met the inclusion criteria were summarized using a number of variables. The review confirmed the long existing paucity of leadership research in EC and more specifically in EI and ECSE with specific findings in terms of research scopes and approaches. Presentation and discussion of findings along with implications for future research are provided.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"69 1","pages":"159 - 177"},"PeriodicalIF":1.1,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89811232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Is Coaching Home Visitors an Evidence-Based Professional Development Approach? A Review of the Literature 辅导家访是一种循证的专业发展方法吗?文献综述
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-04-01 DOI: 10.1097/IYC.0000000000000186
R. McLeod, Yusuf Akemoğlu, Kimberly R. Tomeny
{"title":"Is Coaching Home Visitors an Evidence-Based Professional Development Approach? A Review of the Literature","authors":"R. McLeod, Yusuf Akemoğlu, Kimberly R. Tomeny","doi":"10.1097/IYC.0000000000000186","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000186","url":null,"abstract":"Coaching is becoming a common professional development strategy to support early childhood (EC) professionals to use evidence-based practices. However, most of the research on coaching professionals in EC settings has been conducted in classroom or center-based EC settings. The authors of this review sought to summarize the current empirical literature on coaching of EC home visitors. Seven studies were identified and coded to determine common factors. Additional research is greatly needed to identify whether coaching home visitors is an evidence-based professional development strategy and the effective components of coaching in home-based programs.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"52 1","pages":"95 - 108"},"PeriodicalIF":1.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82318511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Early Childhood Personnel Center 幼儿人事中心
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-04-01 DOI: 10.1097/IYC.0000000000000191
M. Bruder, Darla Gundler, V. Stayton, Peggy Kemp
{"title":"The Early Childhood Personnel Center","authors":"M. Bruder, Darla Gundler, V. Stayton, Peggy Kemp","doi":"10.1097/IYC.0000000000000191","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000191","url":null,"abstract":"There are concerns about the quantity and quality of personnel in early childhood intervention (ECI) as the numbers of infants and young children with delays and disabilities grow in number, needs, and diversity. The Early Childhood Personnel Center (ECPC) was funded to provide technical assistance (TA) to state systems of ECI and institutions of higher education (IHE) through the development of comprehensive systems of personnel development (CSPD). A CSPD is comprised of 6 interrelated subcomponents and each provides the infrastructure necessary to meet the current and future needs of a competent workforce. The subcomponents include recruitment and retention, personnel standards, preservice programs, in-service training, leadership and sustainability, and evaluation. TA audiences have included ECI administrators, IHE faculty, doctoral students, professional development providers, and families that jointly develop, implement, and evaluate effective personnel practices, policies, and systems. The purpose of this article is to provide an overview of the TA provided by the ECPC over the past 8 years.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"12 1","pages":"69 - 82"},"PeriodicalIF":1.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81140234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Shared Book Reading Effects on Number Naming in Preschoolers at Risk for Numeracy Delays 共享书籍阅读对学龄前儿童数字命名的影响
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-04-01 DOI: 10.1097/IYC.0000000000000187
Clarissa Alfes, Kristen Missall, Kathleen Artman Meeker
{"title":"Shared Book Reading Effects on Number Naming in Preschoolers at Risk for Numeracy Delays","authors":"Clarissa Alfes, Kristen Missall, Kathleen Artman Meeker","doi":"10.1097/IYC.0000000000000187","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000187","url":null,"abstract":"Number naming, or knowledge of math numerals, has been described as a gatekeeper skill in preschool math development because it is necessary for later math tasks such as calculation. This article describes a small group intervention piloted with 10 preschoolers found to be at risk for delays in early numeracy development during universal screening. Target numerals were assigned randomly to one of three conditions (book, activity, and control). Using an adapted alternating treatment design, intervention conditions were delivered to small groups in 15-min sessions three times per week for 8 weeks. Each intervention session included a manualized counting book and activity, which were delivered in random order each session, but included the same numerals for number identification, verbal counting during one-to-one correspondence, and number naming. Across the 8 weeks of intervention, some preschoolers exhibited growth in number naming in intervention conditions as compared to control; participants varied in whether the book or activity intervention condition was more effective for their learning.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"86 1","pages":"122 - 140"},"PeriodicalIF":1.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76815878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Inclusive Classroom Profile Training Program 包容性课堂简介培训计划
IF 1.1 4区 医学
Infants & Young Children Pub Date : 2021-04-01 DOI: 10.1097/IYC.0000000000000189
T. West, Elena Soukakou, P. Winton
{"title":"Inclusive Classroom Profile Training Program","authors":"T. West, Elena Soukakou, P. Winton","doi":"10.1097/IYC.0000000000000189","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000189","url":null,"abstract":"This article provides results of the effectiveness of a training program for a measure, the Inclusive Classroom Profile (ICP), that is designed to assess the quality of classroom practices that support the individualized needs of the children with disabilities in early childhood inclusive programs. The ICP training program was developed to train users of the ICP to administer the measure with accuracy and reliability. The study assessed the extent to which participants in the training program were able to learn to apply the measure with reliability, as well as the extent to which they found the training and the measure useful for their professional practice. Results indicated that participants of the ICP training successfully met the required reliability standards, rated the components of the training program highly, found the ICP measure easy to use, and continued to use the ICP measure following their participation in the training.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"117 1","pages":"83 - 94"},"PeriodicalIF":1.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80006521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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