Original Commentary Paper
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Mataiti, H., van Bysterveldt, A. & Miller, J. (2016). Changing roles and responsibilities: The development of coaching in early intervention education settings, in Aotearoa New Zealand. NZ Research in ECE Journal, Special Issue: Equality and Diversity, 19, 15 - 31. Retrieved from http://www.childforum.com/research/vol-19-2016-nzrece-journal/1354-changing-roles-and-responsibilities-coaching-in-early-intervention-education-settings.html
Changing roles and responsibilities: The development of coaching in early intervention education settings, in Aotearoa New Zealand
Helen Mataiti, Anne van Bysterveldt and Judi Miller
Te Whare Wānanga o Waitaha - University of Canterbury
Facilitative coaching aims to empower coach-ees by eliciting their inbuilt capacities as individuals and building upon these to achieve self-chosen goals. The practice is increasingly preferred in early intervention (EI) education settings, due to its strong alignment with family-centred approaches. The practice of coaching involves a shift in the roles and responsibilities of those working with children with EI needs. Specifically, coaching is a way of moving away from an expert, directive approach, toward one that facilitates and empowers adults working with the child day to day in natural environments. This has significant potential to break down historical imbalances of power between specialist practitioners, and families and educators, thus supporting key policy directions in Aotearoa New Zealand NZ. This paper utilises the elements of rules, community and division of labour (roles and responsibilities) from the conceptual framework of Activity Theory to provide an overview of the development of and potential for coaching in EI in Aotearoa New Zealand (NZ), focusing on the practice of the specialist teaching practitioner, the Early Intervention teacher (EIT).
Key words: Coaching; early intervention; activity theory; roles and responsibilities.
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