Multi-level Collaboration: Being aware, having conversations and moving toward change together
Navigating
the research and policies regarding learning outcomes, competencies, goals,
standards from federal and state organizations can be quite overwhelming. The documentation
exceeds the field of early childhood and special education to include public
health, medicine and more. With good reason, many educators are wary of
standards for their “one size fits all” notions, but standards are dynamic not
static. They can empower children and educators and offer professional preparation
“more valuable than a list of rules to follow,” (NAEYC, 2009, p. 2). The
question remains, how
do we work together effectively to implement standards and coordinate
professional practices?
The United States Office of Planning Research and Evaluation, Administration for Children and Families (OPRE) released Conceptualizing and Measuring Collaboration in the Context of Early Childhood Care and Education offering some suggestions. Professionals working one-on-one, in classrooms, and in state-level agencies require successful partnerships to “ensure continuity in children’s early care and education,” and to achieve common goals (Chien et al, 2013). From their integrated research, 10 key process components emerged: norms, inclusion, authenticity, equality, problem focus, support, identification, facilitation and generative purpose (Chien et al, 2013, p. 11).
These collaborative goals echo themes from large early childhood organizations like the National Association for the Education of Young Children (NAEYC). The professional standards continue to define key components for professional preparation of early childhood educators (2010). NAEYC (2009) focused on: shared professional values, inclusion of the broad range of ages and settings, a shared set of outcomes, and a multidisciplinary approach (p. 3). In the 2010 NAEYC Standards for Initial & Advanced Early Childhood Professional Preparation Programs, they emphasize “academic content, diversity, inclusion, technology and early childhood focus,” (2011, p. 20).
NAEYC and the OPRE report share similar themes, so they are already working toward common goals. The question remains, how do reports like these become realized in practical applications? In an article entitled “The Gifts of the Stranger: Learning from Others' Differences,” we find a model for institutions of higher learning to focus on creating nurturing environments for adult learners. Creating inclusive spaces in adult classrooms models the values, methods and creativity needed in early childhood environments while promoting professional abilities in advocacy and leadership. These skills will enable emerging practitioners to have strong voices regarding policy and standards. Bernheimer and Jones (2013) identified four components for building communities supporting mutual learning in higher education: “a nurturing environment, story sharing, reflective practice, and open dialogue,” (p. 63). It is not only the responsibility of the teacher educator but also of the adult students to embed these practices into professional life when engaging in the interdisciplinary work of early childhood special education.
The dichotomy between nurtured learning and measurement are found in education policy debates. The voices of practitioners implementing collaborative practices and managing classrooms or programs provide key insights for policy changes. The lives of young children and their families rely on the services of a diverse group of professionals and caregivers. The early childhood classroom represents a “new kind of community for families, one that can bridge the gap between their private and public lives,” (Couldry, 2004; Bernheimer & Jones, 2013). Networking and collaborating while being aware, knowledgeable and able to implement a wide variety of methods can feel overwhelming, but it is essential and we are all in it together, families and professionals.
The decisions happening at the local, state, and federal policy level affect each of us working with young children and families in special education and early intervention. Communities of collaboration and coordination create new challenges for professionals serving young children with special needs and their families. Preparation programs, such as the EC-SEAT Project are seeking to support emerging and practicing professionals succeed in interdisciplinary collaborative practices. It also seeks to bridge the research to practice gap through its multi-faceted approach to professional preparation.
Resources and References:
Bernheimer, S. & Jones, E. (2013). The gifts of the stranger: Learning from others' differences. Young Child, September, pp. 62-67. Retrieved from http://www.naeyc.org/yc/article/gifts_of_the_stranger_bernheimer.
Chien, N., Blasberg, A., Daneri, P., Halle, T., King, C., Zaslow, M., Fisher, K., & Dwyer, K. (2013). Conceptualizing and measuring collaboration in the context of early childhood care and education (OPRE Research Brief OPRE 2013-29). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
National Association for the Education of Young Children (NAEYC). (2009). NAEYC standards for early childhood professional preparation programs. Retrieved from http://www.naeyc.org/ncate/standards.
National Association for the Education of Young Children (NAEYC). (2011). 2010 NAEYC standards for initial & advanced early childhood professional preparation programs:
What resources have you found? Please feel free to leave comments for discussion.
The United States Office of Planning Research and Evaluation, Administration for Children and Families (OPRE) released Conceptualizing and Measuring Collaboration in the Context of Early Childhood Care and Education offering some suggestions. Professionals working one-on-one, in classrooms, and in state-level agencies require successful partnerships to “ensure continuity in children’s early care and education,” and to achieve common goals (Chien et al, 2013). From their integrated research, 10 key process components emerged: norms, inclusion, authenticity, equality, problem focus, support, identification, facilitation and generative purpose (Chien et al, 2013, p. 11).
These collaborative goals echo themes from large early childhood organizations like the National Association for the Education of Young Children (NAEYC). The professional standards continue to define key components for professional preparation of early childhood educators (2010). NAEYC (2009) focused on: shared professional values, inclusion of the broad range of ages and settings, a shared set of outcomes, and a multidisciplinary approach (p. 3). In the 2010 NAEYC Standards for Initial & Advanced Early Childhood Professional Preparation Programs, they emphasize “academic content, diversity, inclusion, technology and early childhood focus,” (2011, p. 20).
NAEYC and the OPRE report share similar themes, so they are already working toward common goals. The question remains, how do reports like these become realized in practical applications? In an article entitled “The Gifts of the Stranger: Learning from Others' Differences,” we find a model for institutions of higher learning to focus on creating nurturing environments for adult learners. Creating inclusive spaces in adult classrooms models the values, methods and creativity needed in early childhood environments while promoting professional abilities in advocacy and leadership. These skills will enable emerging practitioners to have strong voices regarding policy and standards. Bernheimer and Jones (2013) identified four components for building communities supporting mutual learning in higher education: “a nurturing environment, story sharing, reflective practice, and open dialogue,” (p. 63). It is not only the responsibility of the teacher educator but also of the adult students to embed these practices into professional life when engaging in the interdisciplinary work of early childhood special education.
The dichotomy between nurtured learning and measurement are found in education policy debates. The voices of practitioners implementing collaborative practices and managing classrooms or programs provide key insights for policy changes. The lives of young children and their families rely on the services of a diverse group of professionals and caregivers. The early childhood classroom represents a “new kind of community for families, one that can bridge the gap between their private and public lives,” (Couldry, 2004; Bernheimer & Jones, 2013). Networking and collaborating while being aware, knowledgeable and able to implement a wide variety of methods can feel overwhelming, but it is essential and we are all in it together, families and professionals.
The decisions happening at the local, state, and federal policy level affect each of us working with young children and families in special education and early intervention. Communities of collaboration and coordination create new challenges for professionals serving young children with special needs and their families. Preparation programs, such as the EC-SEAT Project are seeking to support emerging and practicing professionals succeed in interdisciplinary collaborative practices. It also seeks to bridge the research to practice gap through its multi-faceted approach to professional preparation.
Resources and References:
Bernheimer, S. & Jones, E. (2013). The gifts of the stranger: Learning from others' differences. Young Child, September, pp. 62-67. Retrieved from http://www.naeyc.org/yc/article/gifts_of_the_stranger_bernheimer.
Chien, N., Blasberg, A., Daneri, P., Halle, T., King, C., Zaslow, M., Fisher, K., & Dwyer, K. (2013). Conceptualizing and measuring collaboration in the context of early childhood care and education (OPRE Research Brief OPRE 2013-29). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
National Association for the Education of Young Children (NAEYC). (2009). NAEYC standards for early childhood professional preparation programs. Retrieved from http://www.naeyc.org/ncate/standards.
National Association for the Education of Young Children (NAEYC). (2011). 2010 NAEYC standards for initial & advanced early childhood professional preparation programs:
What resources have you found? Please feel free to leave comments for discussion.
