Exploration of Coaching Sessions in a Blended Early Childhood Intervention

Abstract

Effective coaching is essential in equipping early childhood educators with the skills needed to support young children’s growth and development. The purpose of this study was to develop a deeper understanding of the experiences of teachers and coaches during coaching with the Toddler Talk model, a blended intervention for infant-toddler classrooms designed to support language and social-emotional development. This study used data from a non-concurrent multiple baseline across participants design that measured the effects of a professional development package on teacher implementation of Toddler Talk practices. Weekly virtual coaching sessions involving two coach-teacher dyads were analyzed to identify effective coaching practices and examine teacher participation within collaborative coaching cycles. A partial-interval coding system was used to assess four key features: 1) Focus of conversation, 2) Implementation level of TT practices, 3) Coaching components, and 4) Teacher contributions. Findings indicated high fidelity to the coaching protocol, with feedback and explanation occurring most frequently. Trends in the focus of conversation included action plan practices, children in the classroom, and study logistics being discussed most frequently during sessions. There was variability across sessions and classrooms in the focus of conversation, indicating flexibility and responsiveness to teachers’ needs during virtual coaching sessions. Teachers participated consistently during sessions, with the most frequent types of contributions including teachers sharing reflections and discussing other topics. More research is needed to explore how trends in conversation focus and teacher participation in coaching sessions relate to changes in teacher practices and child outcomes. Implications for future research and practice are discussed.