Search results for: Valk Constance

The current study examines the processes by which early childhood educators and their mentors negotiated the social and emotional aspects of their working relationships. The participants were twenty-five mentors who worked with over 200 infant/toddler caregivers and preschool educators as part of a community-wide professional development initiative. Findings suggested that mentors and mentees recognized the emotional nature of their relationship and explicitly negotiated their roles and boundaries within the relationship.