A multidisciplinary community level approach to improving quality in early years’ settings
This paper explores the processes involved in developing, embedding and sustaining an ECCE practitioner capacity building programme in the community through an interagency approach, which utilises mentoring and coaching strategies for increased knowledge and skills uptake. There is now conclusive in...
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Published in | Journal of early childhood research : ECR Vol. 18; no. 4; pp. 433 - 447 |
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Main Authors | , , |
Format | Journal Article |
Language | English |
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London, England
SAGE Publications
01.12.2020
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Abstract | This paper explores the processes involved in developing, embedding and sustaining an ECCE practitioner capacity building programme in the community through an interagency approach, which utilises mentoring and coaching strategies for increased knowledge and skills uptake. There is now conclusive international evidence that early childhood care and education (ECCE) is vital in children’s learning and development, and that the benefits are long-lasting, and are more cost-effective than educational investments and remedial interventions later in life. This signifies the importance of high quality ECCE for development and learning, and highlights the potential impact of early childhood intervention programmes. This paper explores the implementation of a quality improvement strategy in seven ECCE centres to improve child-outcomes as part of the Young Knocknaheeny Area Based Childhood Programme (YK). Utilising evidence-based programmes, practitioners from a range of disciplines, working in a low-income community with high levels of adversity, are immersed in an environment of continuous learning in line with best practice implementation science.
The core elements of the quality improvement strategy focused on language supports for staff (Hanen Learning Language and Loving It™ training), curriculum enhancement (HighScope curriculum training), onsite mentoring for staff, and an Environment Enhancement Fund for each centre. The implementation of a Mentoring Programme involved weekly site visits by a specialist onsite mentor in which the implementation of curriculum content and the suggested environmental changes and teaching strategies were overseen and supported. Pre and post Environmental Rating Scale (ERS) assessments; ITERS-R (crèche) and ECERS-3 (pre-school); showed significant improvements in the quality of ECCE services in the YK catchment area following ECCE practitioners participation in the quality improvement initiative. Pre-school rooms across the seven ECCE centres experienced an overall improvement of +2.5 on the ERS scales, and crèche rooms experienced an overall improvement of +2.4. Approximately 700 children aged 1 to 5 years indirectly benefitted from YK-delivered curriculum and language training programmes in their ECCE settings. |
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AbstractList | This paper explores the processes involved in developing, embedding and sustaining an ECCE practitioner capacity building programme in the community through an interagency approach, which utilises mentoring and coaching strategies for increased knowledge and skills uptake. There is now conclusive international evidence that early childhood care and education (ECCE) is vital in children’s learning and development, and that the benefits are long-lasting, and are more cost-effective than educational investments and remedial interventions later in life. This signifies the importance of high quality ECCE for development and learning, and highlights the potential impact of early childhood intervention programmes. This paper explores the implementation of a quality improvement strategy in seven ECCE centres to improve child-outcomes as part of the Young Knocknaheeny Area Based Childhood Programme (YK). Utilising evidence-based programmes, practitioners from a range of disciplines, working in a low-income community with high levels of adversity, are immersed in an environment of continuous learning in line with best practice implementation science. The core elements of the quality improvement strategy focused on language supports for staff (Hanen Learning Language and Loving It™ training), curriculum enhancement ( HighScope curriculum training), onsite mentoring for staff, and an Environment Enhancement Fund for each centre. The implementation of a Mentoring Programme involved weekly site visits by a specialist onsite mentor in which the implementation of curriculum content and the suggested environmental changes and teaching strategies were overseen and supported. Pre and post Environmental Rating Scale (ERS) assessments; ITERS-R (crèche) and ECERS-3 (pre-school); showed significant improvements in the quality of ECCE services in the YK catchment area following ECCE practitioners participation in the quality improvement initiative. Pre-school rooms across the seven ECCE centres experienced an overall improvement of +2.5 on the ERS scales, and crèche rooms experienced an overall improvement of +2.4. Approximately 700 children aged 1 to 5 years indirectly benefitted from YK-delivered curriculum and language training programmes in their ECCE settings. This paper explores the processes involved in developing, embedding and sustaining an ECCE practitioner capacity building programme in the community through an interagency approach, which utilises mentoring and coaching strategies for increased knowledge and skills uptake. There is now conclusive international evidence that early childhood care and education (ECCE) is vital in children’s learning and development, and that the benefits are long-lasting, and are more cost-effective than educational investments and remedial interventions later in life. This signifies the importance of high quality ECCE for development and learning, and highlights the potential impact of early childhood intervention programmes. This paper explores the implementation of a quality improvement strategy in seven ECCE centres to improve child-outcomes as part of the Young Knocknaheeny Area Based Childhood Programme (YK). Utilising evidence-based programmes, practitioners from a range of disciplines, working in a low-income community with high levels of adversity, are immersed in an environment of continuous learning in line with best practice implementation science. The core elements of the quality improvement strategy focused on language supports for staff (Hanen Learning Language and Loving It™ training), curriculum enhancement (HighScope curriculum training), onsite mentoring for staff, and an Environment Enhancement Fund for each centre. The implementation of a Mentoring Programme involved weekly site visits by a specialist onsite mentor in which the implementation of curriculum content and the suggested environmental changes and teaching strategies were overseen and supported. Pre and post Environmental Rating Scale (ERS) assessments; ITERS-R (crèche) and ECERS-3 (pre-school); showed significant improvements in the quality of ECCE services in the YK catchment area following ECCE practitioners participation in the quality improvement initiative. Pre-school rooms across the seven ECCE centres experienced an overall improvement of +2.5 on the ERS scales, and crèche rooms experienced an overall improvement of +2.4. Approximately 700 children aged 1 to 5 years indirectly benefitted from YK-delivered curriculum and language training programmes in their ECCE settings. |
Audience | Preschool Education Early Childhood Education |
Author | Curtin, Margaret Martin, Shirley Buckley, Lynn |
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References | Gorey 2001; 16 Gale, Heath, Cameron 2013; 13 Peeters, Sharmahd 2014; 22 Pirard 2011; 19 Shonkoff, Garner, Siegel 2012; 129 Markussen-Brown, Carsten, Piasta 2017; 38 Martin, Buckley 2018 Duhn, Fleer, Harrison 2016; 24 Lave, Wenger 1991 Slot, Leseman, Verhagen 2015; 33 Dunlosky, Rawson, Marsh 2013; 14 Duncan, Magnuson, Kalil 2012; 108 Gilliam, Zigler 2000; 15 Camilli, Vargas, Ryan 2010; 112 bibr30-1476718X20951239 Camilli G (bibr2-1476718X20951239) 2010; 112 bibr22-1476718X20951239 bibr27-1476718X20951239 bibr5-1476718X20951239 Kilburn R (bibr16-1476718X20951239) 2016 Yoshikawa H (bibr33-1476718X20951239) 2013 Buckley L (bibr1-1476718X20951239) 2018 bibr21-1476718X20951239 bibr19-1476718X20951239 bibr23-1476718X20951239 Melhuish E (bibr20-1476718X20951239) 2004 bibr4-1476718X20951239 bibr10-1476718X20951239 bibr26-1476718X20951239 bibr14-1476718X20951239 bibr9-1476718X20951239 bibr31-1476718X20951239 bibr18-1476718X20951239 Wenger E (bibr32-1476718X20951239) 2002 Strand S (bibr29-1476718X20951239) 2011 bibr7-1476718X20951239 bibr11-1476718X20951239 bibr8-1476718X20951239 bibr17-1476718X20951239 bibr28-1476718X20951239 bibr15-1476718X20951239 CDC (bibr3-1476718X20951239) 2013 bibr12-1476718X20951239 bibr6-1476718X20951239 Heckman J (bibr13-1476718X20951239) 2006 Richie J (bibr25-1476718X20951239) 2003 Rafferty M (bibr24-1476718X20951239) 2014 |
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10.1177/1529100612453266 – volume: 112 start-page: 1 year: 2010 ident: bibr2-1476718X20951239 publication-title: Teachers College Record doi: 10.1177/016146811011200303 contributor: fullname: Camilli G – ident: bibr4-1476718X20951239 doi: 10.54300/122.311 – ident: bibr18-1476718X20951239 doi: 10.1016/j.ecresq.2016.07.002 – volume-title: A brief review of approaches to oral language development to inform the Area Based Childhood Programme year: 2014 ident: bibr24-1476718X20951239 contributor: fullname: Rafferty M – ident: bibr8-1476718X20951239 – volume-title: Qualitative Research Practice: A Guide for Social Science Students and Researchers year: 2003 ident: bibr25-1476718X20951239 contributor: fullname: Richie J – volume-title: Developing an Effective Evaluation Report: Setting the Course for Effective Programme Evaluation year: 2013 ident: bibr3-1476718X20951239 contributor: fullname: CDC – ident: bibr6-1476718X20951239 doi: 10.1007/s11205-011-9867-9 – volume-title: Investing in 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Wenger E – ident: bibr22-1476718X20951239 doi: 10.1080/1350293X.2014.912903 – ident: bibr27-1476718X20951239 doi: 10.1016/j.ecresq.2015.06.001 – ident: bibr14-1476718X20951239 – ident: bibr19-1476718X20951239 doi: 10.1080/03004430.2018.1538135. – ident: bibr23-1476718X20951239 doi: 10.1080/1350293X.2011.574413 – volume-title: Child Benefits: The Importance of Investing in Quality Childcare year: 2004 ident: bibr20-1476718X20951239 contributor: fullname: Melhuish E – volume-title: Investing in our future: The evidence base on preschool education year: 2013 ident: bibr33-1476718X20951239 contributor: fullname: Yoshikawa H – ident: bibr28-1476718X20951239 |
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SubjectTerms | Agency Cooperation Best Practices Capacity Building Child Care Centers Child Development Coaching (Performance) Cost Effectiveness Early Childhood Education Educational Change Educational Improvement Educational Quality Foreign Countries Infants Interdisciplinary Approach Intervention Low Income Groups Mentors Preschool Education Preschool Teachers Program Descriptions Program Implementation Rating Scales Teaching Methods Toddlers |
Title | A multidisciplinary community level approach to improving quality in early years’ settings |
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