Practical Strategies to Promote Reflective Practice When Working with Young Children with and At-Risk for Disabilities

Autor/inn/en	Kucharczyk, Suzanne; Sreckovic, Melissa A.; Schultz, Tia R.
Titel	Practical Strategies to Promote Reflective Practice When Working with Young Children with and At-Risk for Disabilities
Quelle	In: Early Childhood Education Journal, 47 (2019) 3, S.343-352 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sreckovic, Melissa A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-019-00932-w
Schlagwörter	Speech Language Pathology; Guidance; Evidence Based Practice; Occupational Therapy; Preschool Teachers; Social Work; Transformative Learning; Learning Theories; At Risk Students; Disabilities; Teacher Attitudes; Reflection; Self Efficacy; Family Characteristics; Preschool Children + Suchen Sie Ihr Suchwort? Beratung; Beschäftigungstherapie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Soziale Arbeit; Pädagogische Transformation; Learning theory; Lerntheorie; Handicap; Behinderung; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder
Abstract	The complex and collaborative work of early childhood practitioners (e.g., educators, speech and language pathologists, occupational therapists, social workers) and families requires effective implementation of evidence-based practices. Effective implementation of early childhood practices can be hindered by deeply held assumptions practitioners relate to their own capacity, the capacity and culture of families, and the needs and capacity of the child at the core of their collective work. Transformative learning theory offers a helpful lens to support practitioners in recognizing and shifting assumptions or perspectives hindering their work through reflective discourse strategies. This article explores potential practitioner assumptions and provides guidance on how reflective discourse may facilitate a transformation in practitioners' assumptions to more successfully implement evidence-based practices, such as those outlined by the Council for Exceptional Children's Division on Early Childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01