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.
SOURCE: Kucharczyk S, Sreckovic M, Schultz T. “Practical Strategies to Promote Reflective Practice When Working with Young Children with and At-Risk for Disabilities.” Early Childhood Education Journal, 08 March 2019.
BROTHERHOOD STAFF – please contact the LIBRARY if you would like full text access to this article
OTHER USERS – see this LINK to publisher’s website
Produced by the librarians at the Brotherhood of St Laurence in Melbourne, Australia