Search results for: Baker Amy C.

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.