Early Learning Fellows Program: A Collaborative Space to Grow as Early Childhood Leaders

• In Event: Empowering Early Childhood Professionals through Innovative Research-Practice Partnerships

Abstract

Introduction

Despite the well documented benefits of high-quality early learning experiences (García et al., 2020), there is a wide disparity regarding quality early learning opportunities. This is particularly true in rural areas of the U.S. To reduce such disparity, this study examined an innovative Early Learning Fellows (ELF) program designed and launched through a university-practitioner partnership in a rural Northwestern state.

The ELF program intentionally focuses on fellows’ collective action that promotes quality access to health and education for young children and families. Specifically, this work aims to ensure all children arrive at kindergarten with equal chance to learn and thrive throughout early school years. During the ELF’s first year of implementation (2021-2022), the fellows met four half-days to participate in inquiry-based professional development activities. In meeting I, fellows identified a vision for change and innovation; in meeting II, fellows planned and developed a data-driven action plan to implement and address a unique challenge in their organization; and in meeting III and IV, fellows reflected and revised their action plans based on feedback received from colleagues in their own organizations and the ELF program. We asked: To what extent did the ELF program shape fellows' connection with the broader early childhood education community and their perceived leadership roles within this community?



Methods

Fifteen early childhood professionals from 13 organizations participated, including preschool educators, K-2 teachers, community-based educators (e.g., children's librarians), allied healthcare professionals, and family support organization personnel.

To address our question, we examined a) quantitative data of four exit surveys measuring fellows’ perceptions of leadership and collaboration following each fellow meeting, and b) qualitative data that include audio recordings and transcripts from individual interviews of a representative group of eight fellows after they completed the program.

Findings and Significance

Descriptive statistics and crosstabulation of four exit surveys suggest that fellows increasingly identified themselves as having a leadership role in the greater community and advanced from a view of seeking opportunities for leadership to perceiving themselves as a new emerging leader in the community (Figure 1). Additionally, fellows increasingly reported to be more comfortable and committed to engaging in a more collaborative early learning system. Thematic analyses (Braun & Clark, 2012) of the interviews revealed that the ELF program provided a unique space for early childhood professionals to collaborate across disciplines, develop leadership capacity, and gain confidence and interest in using data to inform their practices and the organization’s service (see Table 1 for representative excerpts for each theme). Further, the skills and ideas that they obtained during the ELF program allowed them to continue the dialogue with colleagues and stakeholders within their own organizations. Most fellows reported that they felt better equipped to advocate for children and families.

This study highlights the significance of inquiry and relationship building though researcher-practitioner partnership to grow early childhood leaders. It amplifies the potential of interdisciplinary collaboration in making substantial and long-term impact in promoting equitable early childhood education for all children.

Authors

• Jingjing Sun, University of Montana
  Presenting Author

• allison wilson, University of Montana

• Kate Brayko