Promoting Access and Equity through Experiential Learning: Using Competency-Based Coaching and Mentoring Experiences as a Transformative Tool

Autor/inn/en	Dietz, Erika Gustafson; Darragh Ernst, Johnna
Titel	Promoting Access and Equity through Experiential Learning: Using Competency-Based Coaching and Mentoring Experiences as a Transformative Tool
Quelle	In: ZERO TO THREE, 43 (2023) 3, S.14-21 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-8038
Schlagwörter	Access to Education; Equal Education; Experiential Learning; Competency Based Education; Coaching (Performance); Mentors; Child Caregivers; Curriculum Development; Curriculum Implementation; Bias; Self Efficacy; Infants; Toddlers; Labor Force Development; Guided Pathways; Credentials; Caregiver Training; Preschool Teachers; Adult Education; Community Colleges; Illinois + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Experiental learning; Erfahrungsorientiertes Lernen; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Self-efficacy; Selbstwirksamkeit; Infant; Toddler; Toddlers; Kleinkind; Infants; Arbeitskräftebestand; Studienbuch; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Community college; Community College
Abstract	This article highlights two competency-based coaching and mentoring models for the incumbent infant-toddler workforce, designed and implemented at two Illinois institutions of higher education. Each model has been intentionally developed with an antibias and equity lens, focused on cultivating a diverse workforce of practitioners through practice-based supports and external partnerships. The long-term goals of both models are to nurture the development of participants' ability and self-efficacy in the areas of essential infant-toddler competencies, foundational components of relationship-based care, and leadership, thereby benefiting the infant-toddler incumbent workforce and increasing access to high-quality care for children and families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01