Teams in early childhood settings work together to promote the learning and wellbeing of children as well as their own professional knowledge and understanding.
In the context of early childhood education a team can be broadly defined as a group of people working together to advance their professional knowledge and skills in order to achieve an agreed-upon set of goals. This group may include teachers as well as professionals from outside agencies in an early childhood setting. The New Zealand early childhood curriculum, Te Whāriki, also envisages early childhood teachers working in teams with parents and communities to support children as competent and confident learners.
Teamwork in early childhood settings is vital as it involves everyone contributing to achieving the overall mission of their community. Effective teamwork is essential for the development of professional knowledge and skills through engagement with research and professional learning and the collaborative sharing and questioning of practice. Its emphasis on open, trusting relationships supports wellbeing among teachers, children and the wider early childhood community.
The evidence on the importance of relationships in teaching and learning is unequivocal. There is a wealth of evidence on the importance of teamwork in school settings, although the body of research examining teams and teamwork in early childhood settings is less comprehensive. Early childhood education education researchers have suggested that the characteristics of effective teams identified by research in school settings are also applicable to the early childhood sector. These characteristics include collective learning, mutual responsibility, trusting relationships, shared and supportive leadership and having a shared vision and values.
Effective teams are built on respectful relationships. This requires everyone in the team to listen to others, appreciate divergent ideas and value others’ input. It is also important that everyone feels confident to offer alternative viewpoints and freely disclose their personal concerns and weaknesses. Other strategies such as developing shared goals, deprivatising one’s own practice, establishing supportive systems, helping teachers to see each other’s strengths, and sharing leadership contribute to the establishment and maintenance of effective teams.
This website uses cookies to improve your experience. We'll assume you're ok with this, but you can opt-out if you wish. SETTINGSACCEPT
cookies policy
Privacy Overview
This website uses cookies to improve your experience while you navigate through the website. Out of these cookies, the cookies that are categorized as necessary are stored on your browser as they are as essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website. These cookies will be stored in your browser only with your consent. You also have the option to opt-out of these cookies. But opting out of some of these cookies may have an effect on your browsing experience.
Necessary cookies are absolutely essential for the website to function properly. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information.