Skip to main content
SpringerLink
Log in

An Exploratory Study of the Process of Coaching Early Head Start Home Visitors

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

Abstract

The Head Start Program Performance Standards (HSPPS) have mandated that Early Head Start (EHS) programs implement coaching experiences for education staff (§ 1302.93, ACF 2016). Therefore, coaching in EHS with the home visitor-as-coachee warrants further attention. Despite multiple calls for coaching home visitors, there remains a lack of research on the delivery of coaching. In this study, five home visitors from one Early Head Start-Home-Based Option (EHS-HBO) site participated in coaching. All participants each completed seven (and one participant completed eight) individualized coaching sessions across 4 months for a total of 36 coaching sessions. Of these, 15 sessions were analyzed (beginning, middle, and end sessions for each home visitor). Guided by transformative learning theory and coaching phases in the extant literature, the aim of this study was to examine the processes that took place within individual sessions and across time. Results show that home visitors accomplished their goals and that there were variations within processes, including reflective thinking, questioning, and supportive talk.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Administration for Children and Families (ACF). (2016). Head Start program performance standards. Retrieved from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/hspps-final.pdf.

  • Allen, K. (2013). A framework for family life coaching. International Coaching Psychology Review, 8(1), 72–79.

    Google Scholar 

  • Allen, K. (2016). Theory, research, and practical guidelines for family life coaching. Cham: Springer.

    Book  Google Scholar 

  • Allen, K., Baker, T., & Behnke, A. (2018). Parental perceptions of coaching. International Journal of Evidence Based Coaching and Mentoring, 16, 66–79.

    Google Scholar 

  • Allen, K., & Huff, N. L. (2014). Family coaching: An emerging family science field. Family Relations: An Interdisciplinary Journal of Applied Family Studies, 63(5), 569–582. https://doi.org/10.1111/fare.12087.

    Article  Google Scholar 

  • Artman-Meeker, K., Fettig, A., Barton, E. E., Penney, A., & Zeng, S. (2015). Applying an evidence-based framework to the early childhood coaching literature. Topics in Early Childhood Special Education, 35(3), 183–196. https://doi.org/10.1177/0271121415595550.

    Article  Google Scholar 

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

    Article  Google Scholar 

  • Center for Early Education and Development, University of Minnesota. (2019). Reflective Supervision/Consultation: Preventing burnout, boosting effectiveness, and renewing purpose of frontline workers. Retrieved from https://ceed.umn.edu/reflective-supervision-consultation-preventing-burnout-boosting-effectiveness-and-renewing-purpose-for-frontline-workers/.

  • Cox, E. (2015). Coaching and adult learning: Theory and practice. New Directions for Adult and Continuing Education, 148, 27–37. https://doi.org/10.1002/ace.20149.

    Article  Google Scholar 

  • Cox, E., Bachkirova, T., & Clutterbuck, D. (2014). Theoretical traditions and coaching genres: Mapping the territory. Advances in Developing Human Resources, 16, 139–160. https://doi.org/10.1177/1523422313520194.

    Article  Google Scholar 

  • Cranton, P. (2016). Understanding and promoting transformative learning: A guide to theory and practice (3rd ed.). Sterling, VA: Stylus.

    Google Scholar 

  • Darling, C. A., Cassidy, D., & Rehm, M. (2017). Family life education: Translational family science in action. Family Relations, 66, 741–752. https://doi.org/10.1111/fare.12286.

    Article  Google Scholar 

  • Elek, C., & Page, J. (2018). Critical features of effective coaching for early childhood educators: A review of empirical research literature. Professional Development in Education. https://doi.org/10.1080/19415257.2018.1452781.

    Article  Google Scholar 

  • Ettling, D. (2012). Educator as change agent: Ethics of transformative learning. In E. W. Taylor, P. Cranton, & Associates (Eds.), The handbook of transformative learning (pp. 536–551). San Francisco, CA: Jossey-Bass.

  • Fleming, T. (2016, June). Toward a living theory of transformative learning: Beyond Mezirow and Habermas to Honneth. First Annual Mezirow Memorial Lecture. New York: Teachers College, Columbia University.

  • Franklin, L. D. (2011). Reflective supervision for the green social worker: Practical applications for supervisors. The Clinical Supervisor, 30(2), 204–214.

    Article  Google Scholar 

  • Friedman, M., Woods, J., & Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants and Young Children, 25, 62–82. https://doi.org/10.1097/IYC.0b013e31823d8f12.

    Article  Google Scholar 

  • Friere, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.

    Google Scholar 

  • Griffiths, K., & Campbell, M. (2009). Discovering, applying and integrating: The process of learning in coaching. International Journal of Evidence Based Coaching and Mentoring, 7, 16–30.

    Google Scholar 

  • Grossoehme, D., & Lipstein, E. (2016). Analyzing longitudinal qualitative data: The application of trajectory and recurrent cross-sectional approaches. BMC Research Notes. https://doi.org/10.1186/s13104-016-1954-1.

    Article  Google Scholar 

  • Hoggan, C. D. (2016). Transformative learning as a metatheory: Definition, criteria, and typology. Adult Education Quarterly, 66, 57–75. https://doi.org/10.1177/0741713615611216.

    Article  Google Scholar 

  • Home Visiting Evidence of Effectiveness (HomVEE). (2018). Earl head start-home-based option. Retrieved from https://homvee.acf.hhs.gov/Model/1/Early-Head-Start-Home-Based-Option--EHS-HBO--Model-Overview/8/2.

  • Huff, N. L. (2016). Family communication and the power of questions. In K. Allen (Ed.), Theory, research, and practical guidelines for family life coaching (pp. 141–160). Cham: Springer.

    Google Scholar 

  • Innocenti, M. S., & Roggman, L. A. (2018, February). Using technology to conduct communities of practice. Seventh National Summit on Quality in Home Visiting Programs. Washington, DC.

  • Institute for the Advancement of Family Support Professionals. (2018). National Family Support Competency Framework. Retrieved from https://institutefsp.org/compasses/4.

  • Isner, T., Tout, K., Zaslow, M., Soli, M., Quinn, K., Rothenberg, L., et al. (2011). Coaching in early care and education programs and Quality Rating and Improvement Systems (QRIS): Identifying promising features. Child Trends. https://doi.org/10.3102/0034654317751918.

    Article  Google Scholar 

  • Jayaraman, G., Marvin, C., Knoche, L., & Bainter, S. (2015). Coaching conversations in early childhood programs: The contributions of coach and coachee. Infants and Young Children, 28, 323–336. https://doi.org/10.1097/IYC.0000000000000048.

    Article  Google Scholar 

  • Kahlke, R. M. (2014). Generic qualitative approaches: Pitfalls and benefits of methodological mixology. International Journal of Qualitative Methods, 13(1), 37–52. https://doi.org/10.1171/160940691401300119.

    Article  Google Scholar 

  • Maxwell, K., & Supplee, L. (2018). Coaching to change adult behavior: What can home visiting and early care and education learn from each other? Retrieved from https://www.childtrends.org/coaching-to-change-adult-behavior-what-can-home-visiting-and-early-care-and-education-learn-from-each-other.

  • Mezirow, J. (1991). Transformative dimensions of adult education. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5–12. https://doi.org/10.1002/ace.7401.

    Article  Google Scholar 

  • Mezirow, J. (2012). Learning to think like an adult: Core concepts of transformation theory. In E. W. Taylor & P. Cranton (Eds.), The handbook of transformative learning theory: Theory, research, and practice (pp. 73–96). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Myers, A. (2017). Researching the coaching process. In T. Bachkirova, G. Spence, & D. Drake (Eds.), The SAGE handbook of coaching (pp. 589–609). London: Sage.

    Google Scholar 

  • Myers-Walls, J. A. (2014). Comments and reflections on family coaching: An emerging family science field. Family Relations, 63, 583–588. https://doi.org/10.1111/fare.12097.

    Article  Google Scholar 

  • Myers-Walls, J. A., Ballard, S. M., Darling, C. A., & Myers-Bowman, K. (2011). Reconceptualizing the domain and boundaries of family life education. Family Relations, 60, 357–372. https://doi.org/10.1111/j.1741-3729.2011.00659.x.

    Article  Google Scholar 

  • Nathans, L., Gill, S., Molloy, S., & Greenberg, M. (2019). Home visitor readiness, job support, and job satisfaction across three home visitation programs: A retrospective analysis. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2019.104388.

    Article  Google Scholar 

  • National Council on Family Relations. (2015). Family life education content areas: Content and practice guidelines. Retrieved from https://www.ncfr.org/sites/default/files/fle_content_and_practice_guidelines_2015_0.pdf.

  • National Home Visiting Resource Center. (2018). 2018 Home Visiting Yearbook. Arlington, VA: James Bell Associates and the Urban Institute.

    Google Scholar 

  • Peterson, C. A., Hughes-Belding, K., Rowe, N., Fan, L., Walter, M., Dooley, L., et al. (2018). Triadic interactions in MIECHV: Relations to home visit quality. Maternal and Child Health Journal, 22, 3–12. https://doi.org/10.1007/s10995-018-2534-x.

    Article  Google Scholar 

  • Powell, D. R., & Diamond, K. E. (2013). Implementation fidelity of a coaching-based professional development program for improving head start teachers’ literacy and language instruction. Journal of Early Intervention, 35(2), 102–128. https://doi.org/10.1177/1053815113516678.

    Article  Google Scholar 

  • Roggman, L. A., Peterson, C. A., Chazan-Cohen, R., Ispa, J., Decker, K., Hughes-Belding, K., et al. (2016). Preparing home visitors to partner with families of infants and toddlers. Journal of Early Childhood Teacher Education, 37, 301–313. https://doi.org/10.1080/10901027.2016.1241965.

    Article  Google Scholar 

  • Rush, D. D., & Shelden, M. (2020). The early childhood coaching handbook (2nd ed.). Baltimore: Brookes Publishing.

    Google Scholar 

  • Saldaña, J. (2003). Longitudinal qualitative research: Analyzing change through time. Walnut Creek: Rowman Altamira.

    Google Scholar 

  • Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing and Health, 23(4), 334–340.

    Article  Google Scholar 

  • Sandstrom, H., Benatar, S., Peters, R., Genua, D., Coffey, A., Lou, C., Adelstein, S., & Greenberg, E. (2020). Home visiting career trajectories: Final report. OPRE Report #2020-11, Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

  • Schultz, D., Jones, S. S., Pinder, W. M., Wiprovnick, A. E., Groth, E. C., Shanty, L. M., et al. (2018). Effective home visiting training: Key principles and findings to guide training developers and evaluators. Maternal and Child Health Journal, 22, 1563–1567.

    Article  Google Scholar 

  • Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional development in early childhood programs: Process issues and research needs. Early Education and Development, 20(3), 377–401. https://doi.org/10.1080/10409280802582795.

    Article  Google Scholar 

  • Snyder, P. A., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35, 133–143. https://doi.org/10.1177/0271121415594925.

    Article  Google Scholar 

  • Supplee, L., & Daily, S. (n.d.). Supporting continuous quality improvement in programs and services for young children. Child Trends. Retrieved from https://www.childtrends.org/supporting-continuous-quality-improvement-in-programs-and-services-for-young-children.

  • Vallotton, C. D., Brophy-Herb, H., Roggman, L., Chazan-Cohen, R., & The Collaborative for Understanding the Pedagogy of Infant/Toddler Development (CUPID). (2021). Working well with babies and families: Comprehensive competencies for educators of infants and toddlers. St. Paul, MN: Red Leaf Press.

  • Walsh, B. A., Innocenti, M. S., Community of Practice for Professional Development, Ounce of Prevention Fund, & Hughes-Belding, K. (2020a). Coaching home visitors: A thematic review with an emphasis on cross field perspectives emphasizing research needs. Manuscript submitted for publication.

  • Walsh, B. A., Innocenti, M. S., Manz, P. H., Community of Practice for Professional Development, Ounce of Prevention Fund, & Cook, G. A. (2020b). Conceptualizing coaching within the home visiting field. Manuscript submitted for publication.

  • Walsh, B. A., & Mortensen, J. A. (2019). Transforming Early Head Start home visiting: A family life education approach. New York: Routledge.

    Book  Google Scholar 

  • Walsh, B. A., Mortensen, J. A., Peterson, C. A., Cassidy, A., & CUPID. (2020). Competency alignment and certification for pre-service home visitors. Family Relations, 69, 408–419. https://doi.org/10.1111/fare.12414.

    Article  Google Scholar 

  • West, A. L., Berlin, L. J., & Jones Harden, B. (2018). Occupational stress and well-being among Early Head Start home visitors: A mixed methods study. Early Childhood Research Quarterly, 44, 288–303. https://doi.org/10.1016/j.ecresq.2017.11.003.

    Article  Google Scholar 

Download references

Acknowledgment

Thank you to Michelle Hoover for her assistance with coding.

Author information

Authors and Affiliations

  1. Human Development and Family Science, University of Nevada, Reno, 0140, Reno, NV, 89557-0140, USA

    Bridget A. Walsh & Rose Steffen

  2. School Psychology, Lehigh University, Bethlehem, PA, USA

    Patricia H. Manz

  3. Center for Persons with Disabilities, Utah State University, Logan, UT, USA

    Mark S. Innocenti

Authors
  1. Bridget A. Walsh
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Rose Steffen
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Patricia H. Manz
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Mark S. Innocenti
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Bridget A. Walsh.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Walsh, B.A., Steffen, R., Manz, P.H. et al. An Exploratory Study of the Process of Coaching Early Head Start Home Visitors. Early Childhood Educ J 49, 1177–1188 (2021). https://doi.org/10.1007/s10643-020-01119-4

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-020-01119-4

Keywords

Search

Navigation