Pot of Gold at the End of the Rainbow: Mentoring in Early Childhood Education, The

Childhood Education, 2004 by Cummins, Lauren

"Within the past weeks of mentoring, I noticed a significant difference in the way my mentee worked with the children. I noticed that she showed more confidence in how she managed a group of children and noticed an improved routine of developmentally appropriate practices in the classroom." (Student from the Mentoring in Early Childhood Education class, Spring 2001)

To look at practitioners in the field of early childhood education is to look at a kaleidoscope of education, experience, and practice, from practitioners who are beginning in the field to practitioners who have extensive experience and education and have mastered the art of teaching. This kaleidoscope of practitioners brings into the light a rainbow of practices, and the reality that quality practices are not always guaranteed. Even so, the fact remains that professionals in the field of early childhood education are touching the lives of children daily and are having a profound effect on the development and learning of each child they serve.

The report Taking the Lead states that there is

real cause for concern that poor-quality programs are failing to support, and are even damaging, our children. Studies reveal that only 14 percent of center-based care, 12 percent of family childcare and an even lower percentage of infant care can be rated as good to excellent. The remainder is rated mediocre to poor. (Cost, Quality, and Child Outcomes Study Team, 1995, Galinsky, Howes, Kontos, & Shine, 1994, as cited in The Center for Career Development in Early Care and Education, 2000, p. 5)

Being trained in early childhood education does not guarantee quality practices (Hoot, Bartkowiak, & Goupel, 1989; Naber, 1995; Wien, 1995). Personal style and belief can develop from modeled behavior that is experienced over time, becomes habit, and leads to teacher-directed or inappropriate practices, rather than developmentally appropriate practice.

One initiative that has shown promise for promoting and supporting quality practice within early childhood classrooms is mentoring. Mentoring is not new to the field of early childhood education. Professional organizations, such as the National Association for the Education of Young Children (NAEYC), have worked to develop or promote mentoring programs through publications or at conferences. Over the past decade, the National Center for the Early Childhood Work Force (NCECW) (now known as the Center for the Child Care Workforce) has conducted extensive research and promoted and supported mentoring initiatives in the field of early childhood education. In 1995, NCECW developed the National Early Childhood Mentoring Alliance and has since developed several publications that focus on mentoring in early childhood programs, including those found in the United States.

Just as vital as the issue of quality practice is the problem of retaining a stable and trained work force. The turnover rate of teaching staff in child care centers is very high all over the United States, which can have a profound impact on the quality of care and education. Mentoring, however, can encourage experienced teachers, caregivers, and directors to remain in the field by validating their teaching experience and expertise. NCECW (1996) believes that this validation creates a new pathway on the career ladder and addresses "a serious shortage of on-the-job training by emphasizing excellence in daily practice for young children and their families" (p. 3).

Mentoring also can benefit new teachers or directors, offering them much-needed support and encouragement. Research has documented that new teachers often feel isolated within their own classrooms, leading them to doubt their ability to deal with young children. As Lilian Katz expressed it, their primary concern is "Will I survive?" (Katz, 1972). Mentoring offers educators an opportunity to dialogue with other professionals and can help them feel empowered and successful.

"We engaged in a conversation that made me understand more about the obstacles that new teachers overcome in their first few months of teaching. She told me that it was a very stressful period and when something failed, she felt very inadequate. She wanted to fit in with the other staff members and feel a sense of belonging." (Student participating in the Mentoring in Early Childhood Education class, Spring 2001)

Mentoring Defined

The first concept of a mentor may have come from ancient Greece, when Odysseus was planning for a long journey away from his family. Odysseus felt great concern for his family, especially for his son Telemachus, for it was traditional to provide young males with daily guidance in the virtues of strength and wisdom. Odysseus therefore asked his friend Mentor to provide Telemachus with guidance, teaching him about the world and how to be courageous, strong, and compassionate towards others.

Being a mentor implies being in a relationship with another. An effective mentor in the field of early childhood education is a reflective practitioner who is open to professional development and who has a keen understanding of classroom practice that is effective and supports individual needs. The mentor usually has been practicing in the field for at least five years, and has been trained and educated in mentoring. This mentor then is paired with a first-year teacher, director, or student teacher, and works to build rapport and trust over time. Mentoring is not a supervisory relationship; it is most effective when built on mutual trust and an openness by both parties to grow and learn.