The term Community of practice describes “groups
of people who share a concern or a passion for something they do and learn how
to do it better as they interact regularly” (Wenger,
2006, p. 1). The concept is as
important in the early childhood field as in any other field. In fact, as much
more research has been done in this area, we now know that practitioners
improve efficiency, collaboration, and communication skills among others when they
are actively involved in a community of practice
(Wenger, n.d). Therefore, building an effective community
of practice can positively affect our work with children and families.
The first step to creating an effective community of practice is to build
strong meaningful relations with people who share the same dedication and passion
for the chosen subject matter (e.g., classroom management, parent engagement,
safety, advocacy, child poverty, and the list goes on). Healthy, mutual
relationships and a shared passion are necessary to create the commitment,
reciprocity and persistence that is necessary to sustain your efforts to make a
change. An important caveat is to choose people who come from a diversity of
backgrounds and positions in and outside the field (e.g., teachers, parents,
administrators, human, health service workers, and so forth) as you want to
ensure a 360-degree look at the issue.
Secondly, develop the community and identify the practice. A community of
practice can be formal or informal, on a small or large scale. It can be formed
by setting up a group that commits to tackle classroom issues or joining the
board of an early childhood association. It can be held online through blogs and discussion
boards, newsgroups, or in real life such as in the teachers’ lounge at work or
elsewhere in the community. The key is to create diverse methods of reaching out
and flexibility that enables various levels of engagement.
Lastly, create the knowledge. This phase is crucial as it enables members
to cultivate a shared practice by generating and learning new information (Cambridge, Kaplan, &
Suter, 2005) .
It is not just about finding a cause; it is also about developing a
repertoire of practices that can improve one’s efficiency. It is important to remember
that a shared vision does not always translate into effective work. Members must
be able to navigate the various stages of team development (e.g., forming,
norming, storming, performing, and so forth), develop a plan to manage the
knowledge they acquire, and accomplish the goals they set.
In conclusion, we want to remind you that a community of practice can, not only, help you make a
difference in the field and improve your efficiency as a professional, but it can
also connect you to the broader early
childhood community. You can do more,
and you can make a difference. For more information on building and sustaining
a community of practice, review the references.
References
Cambridge, D.,
Kaplan, S., & Suter, V. (2005). Community of Practice Design Guide:
Step-by-Step Guide for Designing and Cultivating Communities of Practice.
Retrieved from www.educause.edu:
http://net.educause.edu/ir/library/pdf/nli0531.pdf
Wenger, E. (2006,
June). Communities of practice: A brief introduction. Retrieved from
http://www.ewenger.com/theory
Wenger, E. (n.d). Communities
of Practice. Retrieved from http://www.ewenger.com/theory/
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