Training and Technical Assistance Center

Building a Relationship to Collaborate as a Consultant in the Early Childhood Setting

By Selina Flores and Margaret Vaughn

Consultation is one method of service provision in early childhood education that has recently stepped into the spotlight for some well-deserved attention. Although the concept has been around for quite some time, consultation in the early childhood field continues to remain somewhat of a mystery. This is partly due to the fact that the “early childhood field has not reached consensus regarding the purpose and goals of consultation” (Buysse & Wesley, 2005, p. 12). As we find ourselves collaborating, consulting, and sometimes co-teaching with our general educator colleagues, it is imperative that we reflect on our current consultative practices. This article provides an overview to begin this process.

Virginia Buysse and Patricia Wesley’s Consultation in Early Childhood Settings stands out as a recommended resource for its explicit description of the process of consultation. It provides a practical and easy-to-use framework for instituting a system of consultation for educating and supporting young children in preschool settings. In the book, they describe eight stages of consultation: gaining entry, building relationships, gathering information, setting goals, selecting strategies, implementing the plan, evaluating the plan, and holding a summary conference. 

Stage Two, Building the Relationship, is the most critical of the eight stages in consultation. For consultation to be a strong educational success, a solid foundation of collaboration must be formed before any work can begin. Marilyn Friend defines collaboration as the relationship between people as they work toward common goals (2006, p. 10). Interpersonal skills such as active listening, being respectful, being genuine, etc. are used continually throughout solid, successful relationships to form the connective tissues. Inability to establish the connective tissues can poison the entire process of consulting.

The relationship between the consultant and the consultee begins with first contact and continues throughout the consultation process, but much of the foundation for a lasting and trusting consulting relationship is laid in Stage Two. The goal of this stage is to build rapport while gathering more details about the consultee and the classroom. (Buysse & Wesley, 2005, p. 57)

Buysse and Wesley reflect that there are characteristics specific to one’s personality and style that are critical in creating the collaborative relationship (2005). As with teacher/student relationships, this collaborative connection will be built with respect, listening, questioning, and responding to what is being communicated. The consultant’s opinion/perspective is non-judgmental; showing empathy and compassion toward the consultee’s struggles or concerns, while not seeming too artificial or condescending. By bringing these qualities to the table in the initial stages of contact, a more open, trusting atmosphere will be created. This will allow the consultee to be more honest and forthcoming, particularly when it is time to discuss goals and desired outcomes of the process itself. 

Non-verbal communication is just as significant as what the consultant does or says in transmitting messages to the consultee. Alertness to facial expressions, posture, mannerisms, and eye contact are crucial ingredients, while always bringing enthusiasm and genuine interest to the process (Buysse & Wesley, 2005). If the consultee displays signs of resistance through body posture or aggressive comments, the consultant should remain calm while acknowledging the consultee’s feelings about the situation. Reassuring him/her of the commitment to work it through together is significant (Buysse & Wesley, 2005).

Both the consultant and the consultee will have many questions. In gathering information, it is important that the consultant’s formulation of questions does not sound accusatory or judgmental. Open-ended questions are best. Allowances should be made to give the consultee plenty of time to respond thoroughly. Consultants need to discover the best time of day to ask questions as to keep from infringing on normal teacher-child interaction times. “These first visits set the stage for shared partnership and responsibility throughout the consultation process, and they go a long way to providing the consultant with an understanding of the workplace culture” (Buysse & Wesley, 2005, p. 57).

In Consultation in Early Childhood Settings, Buysse and Wesley have provided a specific framework by which solid collaborative relationships can be built within the consultation model of service delivery. Professionals who have felt uncomfortable with the process or lacked understanding of it can acquire much needed guidance from the book. Professionals who feel that they have a complete understanding of consultation may find new information available which can only increase the quality of the consultation process. 

For more information about the process of consultation in the early childhood setting, please check out a copy of the book in the T/TAC library.

Buysse, V., & Wesley, P.W. (2005). Consultation in early childhood settings. Baltimore, MD: Paul H. Brookes Publishing Co.  
Friend, M. (2006). Co-Teaching: Collaborating to provide curriculum access for improved student outcomes. Preconvention workshop presented at The 2006 Annual Council for Exceptional Children Convention & Expo, Salt Lake City, UT.
Wesley, P.W., Buysse, V., & Skinner, D. (2001). Early interventionists’ perspective on professional comfort as consultants. Journal of Early Intervention, 24(2), 112–128.