Activity 3.3 | Another Look at a Local Support Program

The educators in this model receive supports and resources through a coaching model. This allows the educators to put the learning from their mentors into real practice. Educators then have the opportunity to give the supported child development consultants feedback about the process and the change.   

Silvey (2023) states ECE programs are working hard to be inclusive to all children and families in their care. It is an ongoing challenge to balance all the roles required of ECEs to meet all the needs of their profession. Educators are striving to work alongside their support networks to create seamless integrative care. 

• The team works with child care staff to coach them as educators include children in their programs.  
• They create goals collaboratively which are then put into practice.
• They help educators find effective strategies that can be implemented in their program with children. 

In reflecting on this model, consider what your team does? What could they do to support their educators? What role can you play in moving this forward?

References

National Center for Pyramid Model Innovations. (2024). Developing a Child Guidance Policy. https://challengingbehavior.org/wp-content/uploads/2024/10/developing_a_child_guidance_policy.pdf 

Silvey, K. (2023). Positive Behavioral Supports Mentor Model in Nanaimo: Supporting ECEs through Training, Coaching, and Mentoring. Journal of Early Childhood Educators of British Columbia (ECEBC), 38 (3), 11-13.