The Early Childhood Coaching Handbook

Second Edition

by Dathan D. Rush, Ed.D., CCC-SLP Family, Infant and Preschool Program (FIPP) Morganton, North Carolina and M’Lisa L. Shelden, P.T., Ph.D. Wichita State University, Department of Physical Therapy Kansas

Introduction to Coaching

Once upon a time, long ago, a speech-language pathologist (SLP) and a physical therapist (PT)...

Contents

• About the Authors
• Preface
• Acknowledgments
• Chapter 1 Introduction to Coaching
• Chapter 2 Research Foundations of Coaching
• Chapter 3 Characteristics of Effective Coaches
• Chapter 4 Coaching Compared With Other Approaches to Adult Interaction
• Chapter 5 How to Use a Coaching Style of Interaction
• Appendix 5A: Coaching Plan
• Appendix 5B: Framework for Reflective Questioning
• Chapter 6 The Role of Coaching in Service Coordination
• Chapter 7 Coaching Families
• Chapter 8 Coaching Teachers
• Chapter 9 Coaching Coaches: Strategies for Learning the Coaching Process
• Appendix 9A: Coaching Practices Rating Scale
• Appendix 9B: Coaching Log
• Chapter 10 Coaching as Part of Professional Development
• Chapter 11 The Future of Coaching in Early Childhood Intervention
• References
• Coaching Scenario Matrix
• Index

About the Authors

Dathan D. Rush, Ed.D., CCC-SLP, has a doctoral degree in child and family studies from Nova Southeastern University, Fort Lauderdale, Florida...
M’Lisa L. Shelden, P.T., Ph.D., has a doctoral degree in special education from the University of Oklahoma. She...

Key Concepts

Coaching Approaches

• Expert Coaching: Involves experienced professionals supporting others in applying knowledge and skills effectively.
• Reciprocal Peer Coaching: Two individuals observe and provide feedback to each other.

Five Key Characteristics of Coaching

1. Joint Planning
2. Action/Practice
3. Reflection
4. Feedback
5. Observation

Recipients of Coaching

• Parents and Caregivers: Coaching promotes confidence and competence in supporting child learning.
• Teachers: Used in various educational settings to integrate new skills into teaching practices.
• Colleagues: Helps develop new knowledge and skills in professional settings.
• Supervisees and Mentees: Promotes learning and problem-solving within a supportive coaching relationship.

Conclusion

The purpose of this book is to define coaching and assist the reader in applying the research-based characteristics of coaching practices in early childhood contexts. It describes an expert-based, contextual coaching model that includes elements of both goal-oriented and adult learning principles.