Faculty Publications

Using Practice-Based Coaching To Increase Use Of Language Facilitation Strategies In Early Head Start And Community Partners

Document Type

Article

Keywords

coaching, Early Head Start, infant-toddler care, language facilitation, practice-based coaching, professional development, video-based self-reflection

Journal/Book/Conference Title

Infants and Young Children

Volume

31

Issue

3

First Page

215

Last Page

230

Abstract

This article describes how practice-based coaching was used with Early Head Start infant and toddler teachers to support their use of evidence-based language facilitation strategies. Video-based self-reflection and focused feedback allowed teachers to recognize what they were already doing well and increased the fidelity of evidence-based practices. Observational data show changes that took place over the course of the 3 monthly coaching cycles and 6-month follow-up. Teachers increased their use of encouraging back-and-forth exchanges and parallel talk to varying extents. Goal setting was associated with infant-toddler teachers increasing their use of specific strategies. Coach use of nonjudgmental "I notice" statements contributed to a safe and supportive experience. In this pilot study, infant-toddler teachers benefitted from video-based self-reflection and coaching to transfer the use of language facilitation strategies. Focusing on teacher strengths and creating opportunities for skill development through goal setting, individualized support and performance-based feedback facilitated the use of language facilitation strategies in infant-toddler care settings.

Department

Department of Curriculum and Instruction

Original Publication Date

1-1-2018

DOI of published version

10.1097/IYC.0000000000000122

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

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