Mentors' Experiences of Supporting Practitioners to Reflect on their Image of the Child
Citation:
Breda Dennehy, 'Mentors' Experiences of Supporting Practitioners to Reflect on their Image of the Child', [Thesis], 2019-06Download Item:
B Dennehy MESECE 15338356 - Thesis.pdf (PDF) 3.463Mb
Abstract:
This study explored mentors’ experiences of supporting practitioners to reflect on
their image of the child. The purpose was to evaluate the effectiveness of making this
reflection central to mentoring practices for quality improvement. This study was carried out
using qualitative methods of data collection. A narrative enquiry exploring the spoken and
written word on the experiences of mentors’. The study employed a multiple methods
approach using open response questionnaires and semi-structured focus group discussion.
The participants were members of the Better Start mentoring team who are early childhood
professionals (Level 8/9) and are qualified in mentoring and coaching.
Literature asserts that early years practitioners continuous professional development
is central to the professionalisation of ECCE services, and is a critical component in the
quality of the experiences afforded to children (Sheridan et al, 2009). Our view of children
is where curriculum development should begin (NCCA, 2014). The Aistear Síolta Practice Guide (2014) focuses on the rights of the child and practitioner image of the child to support
reflection on the principles that underpin curriculum. This informs a practitioner’s role in
supporting children to show their confidence and competence (NCCA, 2006).
The Better Start Quality Development service is a mentoring service, which supports
providers in implementing the quality standards of Síolta, The National Quality Framework
for Early Childhood Education (CECDE, 2006), and Aistear: The National Early Years
Curriculum Framework (NCCA, 2009). Mentoring is an effective form of professional
development in early childhood settings (Howe & Jacob, 2013). Change facilitated through
mentoring is likely to be sustained (Chu, 2014; Garvey, (2004) as it considers the principles
of adult learning theory (Knowles, 1970).
Description:
Master in Education studies (Early Childhood Education)
Author: Dennehy, Breda
Qualification name:
Master in Education Studies (Early Childhood Education)Type of material:
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