Lessons Learned from Virtual Early Care and Education Coaching during COVID-19

Autor/inn/en	Lloyd, Chrishana M.; Carlson, Julianna; Ulmen, Kara
Institution	Child Trends
Titel	Lessons Learned from Virtual Early Care and Education Coaching during COVID-19
Quelle	(2021), (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Child Care; Preschool Education; School Closing; Educational Technology; Distance Education; Coaching (Performance); Role; Technology Uses in Education; Computer Mediated Communication; Preschool Teachers; Child Caregivers; Recruitment; Intervention; Training; Online Courses; Video Technology; Observation; Interpersonal Relationship; Teacher Role; Supervision; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Pre-school education; Vorschulerziehung; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Rollen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Caregiver; Caregivers; Carer; Child; Children; Recruiting; Rekrutierung; Ausbildung; Online course; Online-Kurs; Beobachtung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerrolle
Abstract	The COVID-19 pandemic has impacted early care and education (ECE) programs across the country in many ways, including changes to enrollment, staffing, and daily operations. Many programs closed or transitioned to providing virtual learning and services in response to state guidance and mandates, especially in the early months of the pandemic. ECE coaches--who provide support, training, and assistance to providers and programs--have responded to these program changes by adjusting both the structure and content of their coaching services to meet programs' evolving needs. These adjustments have included transitioning from in-person to virtual coaching and covering additional topics, such as identifying and accessing resources related to COVID-19 and developing health and safety processes. This two-part brief series focuses on the key components of virtual coaching for the Detroit Early Learning Coaching Initiative (DELCI). The first brief presented an overview of the DELCI coaching model and how it was adapted during COVID-19, including the transition to a virtual format. This second brief describes the key activities and components of virtual coaching used in DELCI and highlights lessons learned that may be informative for others interested in the provision of virtual coaching. [For the first brief, "Virtual Coaching to Support Early Care and Education Programs during COVID-19," see ED613904.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01