‘Accept the change and enjoy the range’: applications of the Circles of Change methodology with professionals who support early childhood educators

Uniting generations: A research protocol examining the impacts of an intergenerational learning program on participants and organisations

“…The individual reflections used the Circles of Change Revisited (COCR) model. 24 This model explores how personal reflection, communication and transformational change can impact on practice. The four steps in the COCR process are as follows: Deconstruct: description of the phenomenon; Confront: clarification of perspectives about the phenomenon and challenge personal values and beliefs; Theorise: examination of characteristics of the phenomenon from different professional and theoretical perspectives; and Think otherwise: review of the dominant perspective.…”

“…The individual reflections used the Circles of Change Revisited (COCR) model . This model explores how personal reflection, communication and transformational change can impact on practice.…”

Professional development opportunities for early years teachers using social media: the case of England and Turkey

“…The online sharing of practice was intended to provide new or different perspectives for participating teachers in devising outdoor activities (McLeod, 2015) as well as information on implementation (Macfarlane et al, 2015).…”

Childcare Educators' Understandings of Early Communication and Attachment

“…Alarmingly, research in this area also indicated a distinct disconnect between the knowledge gains educators reported regarding young children's speech and language development following such training, with this knowledge not typically translating to their work with the children in their care (Cunningham et al, 2009;Piasta et al, 2012;Scarinci et al, 2014). When researchers combined their speech and language professional development training programs with a focus on relational factors like contingent responsiveness (Rhyner, Guenther, Pizur-Barnekow, Cashin & Chaive, 2012), or on educators' reflective practices tied to the educator-child relationship (Brebner, Hammond, Schaumloffel & Lind, 2015;Cherrington, 2012;Elfer & Page, 2015;Macfarlane, Lakhani, Cartmel, Casley & Smith, 2015), children's patterns of talk and the facilitation of responsive, consistent communication between educators and children were noticeably improved. As such, educators' work towards supporting and extending young children's early communication learning and development may be bound to the relational dimensions of this work.…”

“…Previous research by health-care professionals, for example, had positioned educators as being in deficit regarding specific technical or clinical knowledge related to young children's speech and language development, leading to a lack of confidence in and knowledge to support delays or disorders in this arena (Letts & Hall, 2003;Mroz, 2006;Scarinci et al, 2014). Only when such professional development and training was put into a relational context did children show improvement in their communications and patterns of talk (Brebner et al, 2015;Cherrington, 2012;Elfer & Page, 2015;Macfarlane et al, 2015;Rhyner et al, 2012). Given that educators in the current study described young children's early communication and attachment as bound to the relational processes of their work (e.g.…”