Building Leadership Expertise of Future Early Childhood Professionals

Abstract

This article describes the effectiveness of the Structured Simulation Training Method (SSTM) as a pedagogical too] to prepare student teachers for work in inclusive early childhood settings. Simulations are a performance‐based methodology designed to allow student teachers to directly experience issues in diversity and practice interpersonal communication, consultation and decision‐making skills. Qualitative methodologies were employed to analyze data collected from student reactions to interactions with simulated clients. Themes that emerged from the data suggest that the SSTM allows student teachers to socially construct professional knowledge, improve attitudes about diversity and practice effective interpersonal skills in a realistic but supportive learning environment.