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Supporting Your Early Childhood Educators

Supporting Your Early Childhood Educators | Gryphon House

It is somewhat strange to think of teachers being taught, but, as all educators know, learning doesn’t end. New educators entering the job field still need mentors to help them refine their skills before and after entering the classroom. This is where administrative educators come in. New teachers rely on early childhood education administration to guide them as they enter this exciting field. Along with providing mentorship, supporting childhood educators is very important for leaders. Administrators must be compassionate as well as knowledgeable as they lead young instructors and allow them to grow.

Nancy P. Alexander describes in her book, Nailing Jelly to the Wall, how administrative educators play several parts. They are role models, planners, instructors, facilitators, advocates, confidence-builders, and co-learners. It is important that they maintain an open, comfortable atmosphere that facilitates growth and independence. What are some ways to create that environment? Here are some things educators have claim they want from administration:

  1. To ask questions individually. Though meetings and group discussions can settle large issues, opportunities to ask one-on-one questions help create a more personable air and make educators more comfortable raising problems and proposing ideas.
  2. To receive answers to questions they have regarding their work. Prompt feedback lets educators know that their input is being taken seriously and that administration is willing to help.
  3. To express their ideas in a supportive environment. A relaxed and open environment encourages new ideas and co-learning between new and experienced educators.
  4. To complete assignments that result in progress. Projects that result in visible growth contribute to a sense of general progress and personal achievement.
  5. To receive reassurance that they are performing well. Feedback should never be solely negative. Remarks on what is working in a classroom and praise for good work let new educators know that they are improving and will continue to do well with future assignments.

Active support for early childhood educators contributes not only to the administrative community, but to the classroom. If educators are provided a good environment with excellent administrators to mentor them, they will learn along with their students and their classes will run smoothly and effectively. 

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