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ERIC Number: EJ1065249
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0896-3746
"More Time. More Showing. More Helping. That's How It Sticks": The Perspectives of Early Childhood Coachees
Knoche, Lisa L.; Kuhn, Miriam; Eum, Jungwon
Infants and Young Children, v26 n4 p349-365 Oct-Dec 2013
Coaching is used in early childhood settings to support positive outcomes for young children and families. Although some research shows the effectiveness of coaching on practice and outcomes, little information is available on the experiences and perspectives of "coachees" as recipients of coaching support. The purpose of this in-depth, qualitative study was to understand, from the coachees' point of view, the benefits and challenges of participating in an early childhood coaching relationship. Twenty-one parents, preschool teachers, and child care providers who had engaged in coaching relationships participated in interviews and completed surveys regarding their experiences and perspectives. Data were thematically analyzed. Five overall themes and 16 subthemes emerged as salient to the experiences of these coachees: (a) qualities of the coach, (b) resources provided by the coach, (c) qualities of the coach-coachee relationship, (d) coachee transformation, and (e) challenges to the coaching process. The study identifies strengths and limitations of coaching and contributes to the understanding of essential characteristics and the implementation of coaching as a practice for supporting adult learning. The study has implications for the hiring of early childhood coaches and design of coach professional development activities.
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A