Coaching Conversations in Early Childhood Programs

Jayaraman, Gayatri; Marvin, Christine A.; Knoche, Lisa L.; Bainter, Sue

doi:10.1097/iyc.0000000000000048

Cited by 33 publications

(29 citation statements)

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“…Third, the present study contributes a continuous, timed-event, observational coding system that can be used to explore the observed duration of conversation focus, coach–teacher initiations, rate of coach verbal behavior, and change in these variables across time. Previous research of coaching interactions employing observational coding systems used interval systems (Campbell & Coletti, 2013; Jayaraman et al, 2015; Salisbury et al, 2012). The use of interval coding has the potential to overrepresent or underrepresent the occurrence of behaviors, whereas continuous timed-event coding is a preferred behavior sampling method (Yoder et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…All coaches and teachers focused on a common set of embedded instruction teaching practices and all teachers worked in school-based preschool classrooms. The 15-week duration of the coaching partnership was uniform, and occasions sampled represented early, mid, and late debrief meetings to explore change over time, as opposed to meetings being coach selected and representing a single occasion (Campbell & Coletti, 2013; Jayaraman et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Inter-rater agreement was calculated to determine the extent to which providers could implement and accurately self-report their use of coaching strategies. Jayaraman et al (2015) conducted an exploratory study of coach–teacher dyads’ verbal and gestural behavior. Dyads were situated in preschool, child care, and home-based settings.…”

mentioning

confidence: 99%

“…The majority of available studies focused on triadic home-based settings to coach families around IFSP goals. Jayaraman et al (2015) included some school-based teachers in their sample, but an identified set of teaching practices around which coaching occurred was not provided. None of the identified studies explored duration codes or practice-based coaching (PBC; Snyder et al, 2015).…”

mentioning

confidence: 99%

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Exploring Coach–Teacher Interactions Within a Practice-Based Coaching Partnership

Shannon

Snyder

Hemmeter

et al. 2020

Topics in Early Childhood Special Education

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Professional development (PD), which includes coaching, has demonstrated the capacity to affect preschool teachers’ use of evidence-based practices. The present study explored how coaches facilitated conversations within practice-based coaching (PBC) partnerships. A direct behavioral observation coding system was developed to investigate (a) the proportion of time spent in different conversational foci, including who initiated the conversation; (b) coach verbal behaviors; and (c) whether the conversation foci, initiations, and coach verbal behavior changed across three occasions for seven coach–teacher dyads. Results from the present study indicate coaches spent the largest proportion of time engaging in conversations with teachers focused on reflection and feedback, followed by goal setting and action planning. The coaches used verbal behaviors (supportive and constructive feedback, clarifying questions) as required by the coaching protocol across all sampled occasions. Variation in conversation foci, initiations, and coach verbal behavior across three sampled occasions was evident.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Exploring Coach–Teacher Interactions Within a Practice-Based Coaching Partnership

Shannon

Snyder

Hemmeter

et al. 2020

Topics in Early Childhood Special Education

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“…Practices that help improve the quality of life of families with children with disabilities. They consider that it is necessary to provide integrated interventions, supports and special services, always using models of consultation and collaboration between professionals and families (Jayaraman, Marvin, Knoche & Bainter, 2015).…”

Section: Introductionmentioning

confidence: 99%

Prácticas de Atención Temprana en el sureste de España: perspectiva de profesionales y familias

et al. 2018

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Actualmente en España estamos viviendo un proceso de transformación en Atención Temprana hacia un modelo centrado en la familia. Ésta empieza a cobrar un especial protagonismo como eje fundamental de la intervención, participando activamente en el proceso educativo y rehabilitador del niño.La evidencia científica señala que la adecuada interacción del profesional con la familia, a través de la implementación de prácticas relacionales y participativas, es fundamental para el éxito de la intervención. Por ello, resulta interesante conocer cómo se realizan esas interacciones y cómo son percibidas por los dos agentes.Se aplicó el cuestionario de Estilos de Interacción entre Padres y Profesionales en Atención Temprana (EIPPAT) (Escorcia, García-Sánchez, Sánchez-López & Hernández-Pérez, 2016) para analizar las estrategias y estilos de interacción de los profesionales con las familias. El cuestionario fue cumplimentado por 504 familias y 187 profesionales. Los resultados demuestran que los profesionales españoles desarrollan más prácticas relacionales y menos prácticas participativas con las familias. Sin embargo, creen que hacen más prácticas participativas de las que las familias realmente reciben, según la percepción de estas familias. Se concluye sobre la necesidad de mejorar la formación del profesional en las implicaciones de las prácticas centradas en la familia en Atención Temprana.

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Coaching home visitors: A thematic review with an emphasis on research and practice needs

Walsh

Innocenti

Early³

et al. 2022

Infant Mental Health Journal

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There is wide recognition in early childhood fields that coaching is important to a professional's development and growth in general, but little is known about coaching home visiting professionals in particular. An early childhood home visiting professional works with families to encourage positive parent-child interactions, family goal setting, and family well-being and health. Determining the essential components of coaching home visitors will help advance this field. Because coaching in the home visiting field is emergent, this article draws on literature from the early childhood field with an emphasis on applications for home visiting. We gleaned six themes that may represent common features of coaching. This article presents a compilation of common themes identified in literature reviews on coaching professionals across the early childhood field that warrant further development and evaluation by home visiting practitioners and researchers regardless of the home visiting model. The discussion concludes with recommendations to stimulate research and practice on coaching home visitors.

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Coaching Conversations in Early Childhood Programs

Cited by 33 publications

References 0 publications

Exploring Coach–Teacher Interactions Within a Practice-Based Coaching Partnership

Exploring Coach–Teacher Interactions Within a Practice-Based Coaching Partnership

Prácticas de Atención Temprana en el sureste de España: perspectiva de profesionales y familias

Coaching home visitors: A thematic review with an emphasis on research and practice needs

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