Training on the job: How do home-based co-ordinators support educators to notice, recognise and respond to children's learning

Ministry of Education figures suggest that in 2006 around 9800 children in Aotearoa New Zealand were enrolled in home-based care, in 202 home-based networks. To date there has been little documented research on their experiences. This paper presents the findings of a one-year (2007) Teaching and Learning Research Initiative project, which is considered the impact of the training and support that three Hamilton Childcare Services Trust coordinators provide for homebased educators in their networks. Hamilton Childcare Services Trust Homebased Childcare is a teacher-led service and since January 2005 the coordinators have been required to be registered, qualified early childhood teachers. Data was gathered through interviews, observations and documentation to explore the work that coordinators do and the factors that seem to be important in enabling educators to recognise and respond to children's learning in ways that help to improve the learning outcomes for children. Case study stories will be shared to illustrate the themes that are emerging from the project. These findings have important implications for early childhood education, not only within homebased care and education, but also for anyone interested in supporting those who work with young children