Investigating the association between professional development and educators’ beliefs in U.S. center- and home-based early childhood education

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2024-07-26 DOI:10.1016/j.ecresq.2024.07.005

Hyunwoo Yang , Somin Park , Lilian Chau

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引用次数: 0

Abstract

The child-centered beliefs held by educators in early childhood education (ECE) are important in high-quality interactions between children and adults and are central to the recent policy emphasis on childcare quality. Using a national ECE workforce sample of home- and center-based centers from the 2019 National Survey of Early Care and Education (N=7,505), this study examined the relationships between professional development experiences and ECE educators' child-centered beliefs measured by a revised Parental Modernity Scale. We focused on the three PD models of mentoring and coaching, workshops, and college courses, and found that attending college courses was related to greater child-centered beliefs in home-based educators. Mentoring and coaching were found to effectively promote center-based educators’ beliefs. In terms of the contexts that support PD participation in home- and center-based childcare programs, our findings suggest that providing more opportunities to participate in coaching and college courses can offer effective support and thus improve ECE quality. The policy and practical implications of the findings are discussed.

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调查美国中心和家庭幼儿教育中专业发展与教育者信念之间的关系

儿童早期教育（ECE）教育工作者所持有的 "以儿童为中心 "的信念对于儿童与成人之间的高质量互动非常重要，也是近期政策强调儿童保育质量的核心。本研究使用 2019 年全国早期保育和教育调查（N=7505）中的全国幼教工作者样本（家庭和中心为基础的中心），研究了专业发展经验与幼教教育工作者以儿童为中心的信念之间的关系，该信念由修订后的家长现代性量表测量。我们重点研究了指导与辅导、研讨会和大学课程这三种专业发展模式，发现参加大学课程与家庭教育者更多的以儿童为中心的信念有关。指导和辅导则有效地促进了中心教育工作者的信念。就支持家庭和中心托幼项目参与专业发展的环境而言，我们的研究结果表明，提供更多参与辅导和大学课程的机会可以提供有效的支持，从而提高幼教质量。本文讨论了研究结果对政策和实践的影响。

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.