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However, the ship cannot be repaired alone. To construct or reconstruct within the
field of early childhood education, we must look to others. As Vygotsky indicated
“it is through others that we develop into ourselves” (1981, p. 181).
Collaboration.
Within a collaborative environment, there is an integration of voices. Children,
teachers, parents, and administrators are all heard. According to Palmer (1998), “a
teaching and learning space should be a place where “the group’s voice is gathered and
amplified, so that the group can affirm, question, challenge . . . .” (p. 75). Documentation
is the key to building a collaborative environment that allows for group voice. It invites
reflection and challenge as the foundation of collaboration.
Building an environment where voice is encouraged and collaboration fostered is
to create an atmosphere of support. For Layla and Rose, the support they felt within their
organization was consistent with a higher level of satisfaction and desire to remain in
their positions. I do not predict either will seek employment elsewhere. Felicia, who had
limited opportunities for collaboration, looked at the lack of support from parents and
colleagues as a challenge to continue in her academic studies. For Mary, the lack of
collaboration and support had more devastating effects.
As the only one of my participants with almost no on-site support, Mary was
stifled in her growth and development. I believe that Mary would have been at Katz’s
maturity stage of teacher development if she had had more support. Teachers in the
maturity stage find it rewarding to meet with colleagues from other programs to share
ideas, to attend regional and national conferences and workshops, and to experiment with
developing new strategies. In Katz’s final maturity stage, the teacher asks deeper and