Professional Mentoring for Early Childhood and Primary School Practice

Informed by current theory and practice, this book adapts a practical approach to mentoring that is grounded in real life experiences. Written in an accessible style, it explores the key concepts, characteristics and considerations of mentoring and mentoring relationships in early childhood and primary education contexts. With a focus upon mentoring as it applies to practicum during initial teacher education, as well as teacher induction, different models and approaches to mentoring, including dyads, triads, peer mentoring, critical friends and communities of practice (CoP) are introduced and evaluated.

Engaging with theory, practical scenarios, key learning and reflection points throughout, the book invites the reader to reflect on the mentoring process from different perspectives to build the critical skills required by mentors and mentees alike, to create or enhance a culture of mentoring within their organisation. Written from the perspective of both mentors and mentees, the book is a valuable resource for those in the Further and Higher education sectors, as well as early childhood and school-based mentors. It is relevant to experienced mentors, who may wish to affirm their existing approach to mentoring, or want to explore, discover and embrace new and improved ways of working with a mentee. This book is also essential reading for anyone interested in mentoring, providing a wealth of information, insights and effective strategies for those who may be thinking of undertaking a mentoring role.

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Examines the characteristics, roles and responsibilities of an effective mentor Includes case-studies from practice to make learning meaningful Discusses an array of mentoring skills relevant to early childhood practice

Autorentext
Mary Moloney is the Course Leader for the Bachelor of Arts in Early Childhood Education and Care at Mary Immaculate College, Limerick. She is also a lecturer, researcher and author in the field of early childhood education and care. Mary's interests lie in the professional formation of early childhood teachers, governance and management, professional identity, and international policy and practice. In 2018, Mary worked with Dr. Whitebook and Dr. Lea Austin at the center for the Study of Childcare Employment at the University of Berkeley. Recently, Mary lead the development of the programme for Professional Practice Mentoring in Early Childhood Practice at Mary Immaculate College to support the continual professional development of those who mentor undergraduate students engaging in professional practice placement as part of their studies. Her most recent work, 'From Voice to Action: Voices from the Field' explores the establishment of a professional body for the early childhood sector in Ireland. Mary has published widely in the field of early childhood, including book chapters, research reports and journal articles. She has also published two books with Routledge: 'Early Childhood Education Management: Insights into Business Practice and Leadership', and 'Intentional Leadership for Effective Inclusion in Early Childhood Education and Care'. Mary is currently the President of OMEP Ireland, which champions the rights of children aged birth to eight years under the UN Convention on the Rights of the Child, and aims to promote the optimal conditions for their well-being, development and happiness, both within their family unit and the wider communities in which they live. Jennifer Pope lectures in the area of Early Childhood Care & Education in Mary Immaculate College, Limerick, Ireland. Since 2004, she has worked closely with students, practice placement tutors and early childhood settings to promote the professional development of students. She has worked as the practice placement coordinator and consultant tutor with the dual role of supporting other tutors and students on practice and ensuring equity and a standardised approach to mentoring and assessment of practice. Most recently, Jennifer has jointly developed the programme for Professional Practice Mentoring in Early Childhood Practice to further support students and staff whilst on practice placement. Jennifer also lectures in the area of promoting health and wellbeing in early childhood across the BA. ECCE, BA in Early Childhood Practice and the B.Ed. undergraduate programmes and the Master's in leadership of wellbeing in education. Promoting the importance of emotional wellbeing and self-care for students, tutors and early childhood practitioners working with young children and families are core components of these modules. In 2021, Jennifer was awarded a national Teaching hero award and digital badge from the National Forum for the Enhancement of Teaching and Learning inHigher Education in Ireland in recognition of her work with students. Ann Donnellan has a M.Ed in mentoring, where the views, attitudes and experiences of adult learners who engaged in and experienced the process of mentoring within the early childhood field, were researched. Key components of creating an effective mentoring relationship, including building trust, establishing a comfort zone, working from a strengths-based approach and setting goals were explored. Optimal conditions for mentoring such as a supportive mentoring framework, time and the mentees willingness to engage, were all examined through the lens of lived experiences. Ann is a mentor to students who work in the early years, promoting a culture of reflection, self-review and continuing professional development and she values the reciprocal relationship that mentoring offers. Ann has co-written and co-developed content for an innovative Level 8 Special Purpose Certificate in Professional Mentoring for Early Chi

Inhalt

1. The context for mentoring in Early Childhood Education and Care.- 2. What is mentoring and who mentors.- Characteristics of Effective Mentors.- 3. The Mentoring Process.- Establishing a strong Mentoring Relationship.- Critical Role of Mentor Feedback.- 4. Relationship between Reflective Practice and Mentoring.- 5. Optimal Conditions for Mentoring.- 6. Final Reflections.