Impact of a Mentoring Experience on College Students’ Beliefs about Early Childhood Development |
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| Authors: | Mary Trepanier-Street Martha A Adler Julie Taylor |
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| Institution: | (1) School of Education, University of Michigan-Dearborn, Fairlane Center South, 19000 Hubbard Drive, Dearborn, MI 48126, USA |
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| Abstract: | With the increasing demands placed on working families and the push downward of academics from the K-12 system, there is a
critical need to provide high-quality early childhood programming for our nation’s children, particularly those considered
at risk for academic failure. This study attempts to (a) understand the beliefs of college students about early childhood
development and developmentally appropriate practices, and (b) determine if these beliefs change after their yearlong involvement
in Jumpstart, a national intensive mentoring program for academically at-risk preschoolers. Surveys from this national program
investigated college students’ beliefs about early childhood development and developmentally appropriate practices. Results
indicate that a yearlong mentoring program positively impacts college students’ beliefs. These beliefs become less skills-based
more and child-centered and constructivist. |
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| Keywords: | teacher beliefs developmentally appropriate practice mentoring |
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