Abstract
Preparing professionals to work with infants/ toddlers is complex and unique because of the age group. Community colleges have an integral role in the preparation of infant/ toddler professionals, The Borough of Manhattan Community College infant/ toddler preservice program identified the following four elements to prepare professionals to deliver high-quality, relationship-based practices: (1) relationship-based program, (2) fieldwork opportunities, (3) curriculum, and (4) faculty.
Author Biography
Jennifer M. Longley
Jennifer M. Longley worked with infants, toddlers, and families for more than 20 years. She received her M.S.Ed. in Infant/ Parent Development and Early Intervention from Bank Street College of Education (1996). Longley received her doctorate in Education Leadership, Management, and Policy from Seton Hall University (2015). Since then, Longley has had the pleasure of teaching and learning from her students and colleagues as an Assistant Professor of Early Childhood Education program, in the Infant-Toddler specialization, at the Borough of Manhattan Community College. Her research interests include the infant-toddler workforce; family-centered programing and the experiences of LGBTQIA+ early childhood educators.
Jennifer Gilken
Jennifer Gilken has worked in the field of early childhood for over 20 years. She has been a teacher in Head Start and kindergarten, a director of a campus based infant/toddler program, and an assistant professor. Currently, she has the privilege of working with pre-service early childhood education students at the Borough of Manhattan Community College in New York City. Jennifer received her Ph.D. in Educational Psychology from the CUNY Graduate Center. Her research interests include examining ways to support the infant toddler workforce, STEM in early childhood education, and investigating methods that support students' feelings of belonging.
Recommended Citation
Longley, J. M.,
&
Gilken, J. M.
(2019).
Preparing Infant-Toddler Professionals: A Community College’s Perspective.
Occasional Paper Series,
(42).
DOI: https://doi.org/10.58295/2375-3668.1303
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Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Teacher Education and Professional Development Commons