Remote Coaching to Support Self-Regulation Development in Preschool: Experiences and Lessons Learned

• In Event: Virtual Coaching in Early Childhood Classrooms during the Pandemic: Adaptations and Lessons Learned

Abstract

Introduction. This paper is part of a larger, five-year study to provide training and coaching to support children's self-regulation development in preschool and kindergarten. In 2020, we adapted training and coaching components of a self-regulation intervention to be implemented remotely in response to the COVID-19 pandemic. Due to the nature of the study design and the pandemic, there were 2 cohorts for the remote preschool intervention: Teachers that received training and extensive coaching (approximately twice per month) and teachers that received training and moderate coaching (once per month). This paper focuses on our coaching experiences and findings in the preschool setting, including experiences adapting to remote coaching, teachers’ perceptions of remote coaching, and an emerging coaching model for future interventions.

Population study. Preschool children and teachers from underserved communities.

Methods. To test the preschool intervention, we used a randomized control trial (RCT) design. Randomization occurred at the classroom level and classrooms were randomly assigned to treatment and control groups. Pre and post child, teacher, and classroom quality data was collected from all participating classrooms to understand the outcomes of the intervention. The sample for this study is the two cohorts of preschool teachers that were randomly selected to the treatment group and received training and coaching. Cohort 1 includes 16 teachers that received extensive coaching during the 2020-2021 school year and Cohort 2 includes 48 teachers that received moderate coaching during the 2021-2022 school year. We collected information about teachers' perceptions of coaching using surveys and interviews and conducted focus groups with participating coaches to learn about their experiences during the intervention. Interview data were analyzed for themes using software (Dedoose) and open-ended survey responses were coded for themes. Quantitative data were analyzed using R for descriptive analyses.

Results. Preliminary results from preschool teachers participating during the 2021-2022 school year demonstrated that most teachers (73%) did not have a strong preference for coaching format (remote or in-person). Most teachers (96%) reported that remote coaching was feasible, and all teachers expressed a high-level of satisfaction with the remote coaching model (e.g. positive relationship with the coach, coaching supported strategy implementation, deeper understanding of training content). Survey data indicates that constructive feedback, facilitated reflective practices, and support from their coaches were the most valuable coaching components. In fact, interview data suggests that during the challenging 2021-2022 school year, teachers especially appreciated the non-judgemental, strength-based coaching. Teachers also noted the benefits of remote coaching, including fewer distractions for children and the convenience of joining coaching sessions from home or work. Remote coaching limitations noted by teachers included the inability of a coach to model strategies in the classroom, decreased dialogue between teachers and coach, and a limited understanding of the classroom due to technology constraints. Overall, we suggest a hybrid coaching model that incorporates best practices from the remote coaching model. Further analysis will explore how the coaching model worked under different conditions (teacher and school factors) as well as how the coaching supported teacher, classroom, and child outcomes.

Authors

• Fernando Andrade Adaniya, HighScope Foundation
  Presenting Author

• Madeline Chimka, HighScope Educational Research Foundation

• Tomoko Wakabayashi, Oakland University