The early learning and child care profession is growing. The shift early childhood education experienced when it moved from governance under social services to education supported the recognition of the professionals leading the work of early learning. They were seen as skilled educators and not only caregivers. While caregiving is an essential part of the work of an early childhood educator, it is only a portion of the skill set required to support the teaching and learning process that is needed to support a curriculum framework. Research has proven how critical the early years are for a child’s developing brain and capacity for lifelong learning, and the subsequent impact on families and communities (McCain, 2020). Yet, early childhood education continues to be viewed as an unskilled profession. The sector has been advocating for the validity of our expertise as professionals for decades.

ECEs and other early childhood professionals, such as supervisors, directors, and pedagogical leaders, are practitioners that need to be equipped with specific skills, knowledge, and expertise to do their jobs effectively. They face increasing demands, standards, and expectations of what they should know and be able to do to support and promote children’s early learning and development. Sound knowledge of child development theory, pedagogical practice, curriculum enactment, social-emotional regulation strategies, legislative requirements, communication, collaboration, and interpersonal skills are just a few of the assets that an ECE is required to put into practice from their first day on the job. ECEs enter the field with a post-secondary diploma or certificate, and typically with some field experience through co-op placements or previous employment. Support is offered through faculty and host teachers during their time of training, but many educators will require continued and ongoing support after their formal education is complete. Even educators who have been out of a formal education program for a long period will require support to keep informed of current practices, legislative updates, and how to work collaboratively with a growing and aging workforce. “If we seek to ensure best practices for young children, the field of early childhood education must take seriously the need for mentors” (Cummins, 2004). Mentoring is an imperative strategy for preparing, supporting, and facilitating growth for new and experienced early childhood educators. Mentorship in ELCC is uniquely defined apart from other leadership roles in the sector, and comes with many benefits when enacted consistently and supported by a predetermined framework.

Mentoring is a practice that has been defined in many ways by different researchers, organizations, and practitioners. It is important to develop a shared understanding of the term before creating conditions for practice. The term mentor is often used interchangeably with other leadership roles within ELCC such as coach, pedagogical leader, facilitator, and supervisor. Mentoring has unique distinctions that position the relationship apart from the other leadership roles. One of the key attributes of mentoring is that mentors focus on the development of an individual, and goals for the mentoring process are typically agreed upon mutually between the mentor and mentee. Alternatively, coaches tend to focus more on teams or groups (or individuals) but have a predetermined agenda for classroom improvement (Whitebrook & Bellm, 2013). Mentorship is a professional learning relationship that invites colleagues from the same or similar professions to learn from one another. In a typical arrangement, the mentor is more experienced, skillful, or knowledgeable in their role, and they provide guidance to a less experienced mentee. Although there is variance in the levels of experience, mentorship is reciprocal in nature, as it requires an empathetic and open relationship that is grounded in mutual respect. Mentors and mentees have a profound and shared appreciation for what each person brings to the relationship. Reciprocity lives in the processes of the mentorship as “mentors are open to learning, too … gaining insight from their [mentees], attaining new skills, and reflecting on their own practices” (CECE, 2018).

Mentoring is a key strategy for supporting ECEs at any stage in their careers; it is intended to “promote and support an individual’s awareness and refinement of his or her professional learning process and teaching practices” (Whitebrook & Bellm, 2013). The mentor will encourage the mentee to be a participant and constructor of their own learning. Mentorship is both content based and relationship based. “Content is focused on the sharing of knowledge” (Whitebrook & Bellm, 2013). In ELCC, a successful mentor will have knowledge of pedagogy, child development, curriculum, legislation, leadership, and strategies for working with families, but will also be open to researching and learning new ways of doing and being. The relationship aspect supports the early childhood professional in the understanding that they are not alone, they have unlimited potential and that all of their experiences are valuable learning opportunities. In this way, “the mentor can invite the [mentee] to reflect on their daily practice, recognize areas of strength, and identify goals for growth. What is important is that, as the novice educator enters the profession, they are not alone” (Doan, 2013).

To support this way of being, mentors must demonstrate leadership in their practice, by working alongside educators and supporting practices that enable them to be thoughtful and intentional about their work with children. They can promote deep professional and pedagogical engagement through research, reflective practice, and critical, collaborative dialogue (6 Principles of Pedagogical Leadership, 2022).

Ideally, mentors will have the knowledge and experience of working as a practicing ECE, however, there may be mentors who have never worked in a licensed child care or have had many years pass since their last experience working directly with children, families and educators. These can still become powerful mentoring relationships, however it may be advantageous for the mentors to engage in learning opportunities to prepare for the mentorship.

One of the greatest challenges faced the by ELCC sector are the issues connected to the workforce (McCain, 2020). Low wages, stressful working conditions, and limited career options have previously led the sector into a critical staffing shortage across the country. “The emotional and physical toll [on ECEs] is further compounded by the culture shock experienced when entering the field … [ECEs] are often confused about the rules, regulations, and expectations” (Barton, Hartwig, & Cain, 2015). Any ECEs who are new to the field, starting in a new organization, or who are experiencing changes to program, pedagogy or licensing amendments will require support to experience a shift and growth in their practice.

“When asked what would help to increase their confidence, competence, and professionalism, novice teachers identified mentoring as their first priority” (Doan, 2013). Mentoring provides collegial support from peers that empowers ECEs to effectively move learning and theory into their daily practice. This relationship has the ability to positively impact staff retention, attainment of higher educational credentials, quality rating scores, and child outcomes. Mentorship ensures “access to regular, targeted support from experienced colleagues with the hope of enabling focused discussions around pedagogy, knowledge building of the new quality imperatives, increasing skills and confidence, and in so doing assisting with the delivery of quality early childhood programs (Nolan & Mola, 2016). 

Mentorship provides educators with alternative pathways for career development. The role naturally develops leadership capacity within the sector and for the practicing individuals. “Mentoring is one way to help novice early childhood educators to perceive themselves as leaders in the profession” (Doan, 2013). “This is something that needs to happen for early childhood education to achieve the same professional status as other occupations (Rodd, 2006).

Early childhood educators have advocated tirelessly to shift public perspective about the knowledge and expertise required to do this work effectively. Strong leaders will be needed to carry this work forward as older generations of educators begin to retire and exit the field. As leaders develop and grow, so to do their career options within the sector. Those who demonstrate strong leadership capabilities can move into positions in post-secondary institutions, government, and business ownership, to name a few. As ECEs grow into these roles, their experience and knowledge become valuable assets for future mentees to learn from. In this way, mentorship becomes a cycle for ongoing growth and development for future early childhood professionals.

Determining a framework for engagement is key to the success of any mentorship. “There is a continuum of approaches for mentoring … a directive approach on one side and a non-directive on the other” (Sancho Passe, 2015). While the approaches threaded through the continuum are similar in nature, the directive method leans toward offering suggestions and advice, whereas the non-directive method relies more on listening, reflective practice, and offering observations and summaries back to the mentee. Some mentors have autonomy in determining their focus or content, while others in a more formal arrangement might be expected to support mentees to learn a specific skill or approach to curriculum and pedagogy. There are many ways to enter a mentor/mentee relationship. Whatever methodology is decided upon, it is important to be intentional about the plan and co-construct it with the mentee prior to establishing the relationship. This intentional plan ensures that expectations are aligned, goals are determined, clear purpose is defined, and that the partnership is a good fit for both mentor and mentee. Once the relationship is established, it is helpful to set the stage for learning. 

ADVERTISEMENT

Five Elements of a Successful Mentorship:

1. Articulated Strength and Experience Inventory (Mentor). Not only is it critical for mentors to have a foundational knowledge of ELCC and their own practice, but they also need to be able to recognize and articulate their own skills, knowledge and experience, so that they can guide and support the mentee through the learning processes. Just as a television cook demonstrates their skills, they also describe what they are doing in an understandable way; so, too, does the mentor need to be able to identify and articulate what they offer to the mentee. (Whitebrook & Bellm, 2013)

2. The Mentoring Agreement. This is a formal, written document that establishes parameters for the relationship. Sections might include contact arrangements, goals, commitments for learning, strategies, time frames, and so on. Completing this agreement is an essential determinate to knowing if the relationship between mentor and mentee is a good fit and serves as the foundation for building a positive relationship.

3. Work Plan. Describes in detail the goals, tasks, timelines, and responsibilities of both mentor and mentee. This plan guides the practice and can be used to measure growth and/or success.

4. Learning Environment Plan. It is important to understand whether the conditions for practice support or inhibit learning, and why. This allows the mentor and mentee to create conditions for professional learning and respond to any barriers that exist in the context of the relationship. These conditions consider adult learning theories, pedagogical leadership, access to communities, well-being, and individual preferences for professional learning.

5. Regular Feedback. Both mentor and mentee contribute feedback regarding the above elements at agreed-upon intervals. An intentional process for feedback (interview, reflection form, survey), ensures that goals are on-track, expectations are aligned, and both parties are accountable for their own professional learning.

Once these parameters have been established, the partners can engage in a variety of learning opportunities that involve observation, conferencing, modeling, journaling, feedback sessions, and using structured tools such as protocols to think together (Whitebrook & Bellm, 2013). 

Lifelong learning is a crucial element to any successful professional, as is the evolution of the systems and structures that support that learning process. In the last five years, the early childhood sector has lived the trials of social injustices, media-driven political discourse, a rising climate crisis, a global pandemic, international wars, and now a compromised economy and rising inflation. The lens of an ECE in the global context comes with the added weight of supporting young learners and families to feel safe and make sense of the world around them, while promoting pedagogies that “recognize the context of children’s learning and importance of attending to the todayness of children’s lives” (New Brunswick Curriculum Framework-English, 2008).

As we look to the future and acknowledge the challenges that have come along with the evolution of our work with young children, mentorship can be an even more valuable aspect of early learning professionals’ ongoing learning.

References

6 Principles of Pedagogical Leadership. (2022). Government of New Brunswick Department of Education and Early Childhood Services.

Ambrosetti, A. and Dekkers, J. (2010). The interconnectedness of the roles of mentors and mentees in pre-service teacher education mentoring relationships. Australian Journal of Teacher Education, 35(6), 42–55.

Barton, G.M., Hartwig, K.A., and Cain, M. (2015). International students’ experience of practicum in teacher education: An exploration through internationalization and professional socialization. Australian Journal of Teacher Education, 40(8), 149–163.

Bloomfield, D. (2010). Emotions and ‘getting by’: A pre-service teacher navigating professional experience. Asia-Pacific Journal of Teacher Education, 38(3), 221–234.

CPL Resource: Mentoring. (August 2018). College of Early Childhood Educators. college-ece.ca

Cummins, L. (2004). The pot of gold at the end of the rainbow: mentoring in early childhood education. Childhood Education, 80(5), 254.

Doan, L.K. (2013). Mentoring: A strategy to support novice early childhood educators. Canadian Children, 38(2), 21-24. doi.org/10.18357/jcs.v38i2.15447

Langdon, F.J., Alexander, P.A., Farquhar, S., Tesar, M., Courtney, M.G.R., and Palmer, M. (2016). Induction and mentoring in early childhood educational organizations: Embracing the complexity of teacher learning in contexts. Teaching and Teacher Education, 57(Complete), 150–160. doi.org/10.1016/j.tate.2016.03.016

McCain, M.N. (2020). Early years study 4: Thriving kids thriving society. Early Years Study. earlyyearsstudy.ca

Nolan, A. and Molla, T. (2018). Teacher professional learning in Early Childhood education: insights from a mentoring program. Early Years (London, England), 38(3), 258–270. doi.org/10.1080/09575146.2016.1259212

Quinones, G., Rivalland, C., and Monk, H. (2020). Mentoring positioning: perspectives of early childhood mentor teachers. Asia-Pacific Journal of Teacher Education, 48(4), 338–354. doi.org/10.1080/1359866X.2019.1644610

Rodd, J. (2006). Leadership in Early Childhood (3rd ed.). Open University Press.

Sancho Passe, A. (2015). Evaluating and Supporting Early Childhood Teachers. Redleaf Press.

University of New Brunswick. (2008). New Brunswick Curriculum Framework for Early Learning and Child Care-English. Government of New Brunswick Department of Social Development.

Whitebook, M. and Bellm, D. (2013). Supporting Teachers as Learners: A Guide for Mentors and Coaches in Early Care and Education. American Federation of Teachers.