Early Childhood Providers' Perceptions of Effective Professional Development Components

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children Pub Date : 2022-07-01 DOI:10.1097/IYC.0000000000000217

Danika L. Pfeiffer, Julie L Feuerstein, Dana Herman, R. Landa

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Abstract

A research-to-practice gap exists between evidence-based practices (EBPs) and actual practices implemented with children with developmental disabilities (DD) in early childhood care and education (ECCE) settings. Many ECCE providers lack the training needed to support these children's learning. Ten center-based providers working in inclusive ECCE classrooms participated in the Early Achievements for Child Care Providers Professional Development (EA-CP PD) program to learn to deliver differentiated instruction to children with DD using EBPs. Post-PD focus groups assessed the training's impact on providers' perceptions of the PD program and implementation of the EA-CP instructional strategies. Results of qualitative analysis revealed providers' perceived benefit of job-embedded coaching to support their implementation of the instructional strategies and ability to enhance children's social–communication and language development. Providers desired greater involvement from ECCE directors. Implications are discussed for giving directors more explicit roles in providers' PD to support implementation and enhance child outcomes.

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幼儿服务提供者对有效专业发展要素的认知

在幼儿保育和教育(ECCE)环境中，基于证据的实践(ebp)与对发育障碍儿童(DD)实施的实际实践之间存在研究到实践的差距。许多教育教育提供者缺乏支持这些儿童学习所需的培训。在包容性ECCE教室工作的10个中心提供者参加了儿童保育提供者专业发展早期成就(EA-CP PD)项目，学习使用ebp向DD儿童提供差异化教学。PD后焦点小组评估了培训对提供者对PD计划和EA-CP教学策略实施的看法的影响。定性分析的结果揭示了工作嵌入辅导的提供者感知到的好处，以支持他们实施教学策略和能力，提高儿童的社会沟通和语言发展。提供者希望ECCE董事更多地参与。讨论了在提供者的PD中赋予主任更明确的角色以支持实施和提高儿童成果的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Infants & Young Children Multiple-

CiteScore

1.90

自引率

9.10%

发文量

期刊介绍： Infants & Young Children is an interdisciplinary journal focusing on vulnerable children from birth to five years of age and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and related matters. Although data are often presented primarily to illustrate points, some types of data-based articles may be appropriate.