University of Victoria Journals
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LEADing the way in Early Childhood Education and Care Through a Mentor/Protégé Program
No full textMentoring is an approach utilized by many professions because it has been deemed to be advantageous, most notably for entry-level practitioners, those in search of career advancement, and students engaged in service learning. Research exploring elements that inform meaningful mentor/ protégé relationships in the Canadian childcare sector is, however, lacking. This qualitative research study seeks to unearth attributes that influence a formal mentor/protégé experience. Fourteen professionals participated in a one-year program in Ontario. Applied thematic analysis was employed to explore journals, focus group discussion transcripts, and researcher field notes. Predominant themes uncovered include structures that support the pairing, reciprocity, outcomes, goals and motivators, and recommendations for delivery of future mentor/protégé programs.
Supporting Young Children’s Learning in a Dramatic Play Environment
No full textVygotsky and his followers believe that make- believe play is the leading activity in preschool, kindergarten, and the early primary grades. Play-based curricula are common in early childhood classrooms today, but what does this look like in practice? Does it mean that children get some time for free play in centres between blocks of direct instruction? What could learning in a play-learning environment look like? Prospective ECE teachers often show difficulty integrating play for learning. In their experiences, play is often something to do in between their guided instruction. In this paper I challenge those beliefs and show, based on an example, how learning and teaching are possible through play when the whole classroom is transformed into a museum. Teachers will not only be addressing curricular goals, but also encouraging imagination, creativity, social development, and many other learning goals at the same time. Based on Vygotsky’s theory on play, I present ways to enrich, support, and foster play while learning within a play-learning environment.
