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The Impact of Professional Development on the Quality of Early Childhood Education Environments and Child Outcomes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of Professional Development on the Quality of Early Childhood Education Environments and Child Outcomes./
作者:	Brunsek, Ashley.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	374 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: B.
Contained By:	Dissertations Abstracts International83-02B.
標題:	Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28260696
ISBN:	9798522911843

The Impact of Professional Development on the Quality of Early Childhood Education Environments and Child Outcomes.
Brunsek, Ashley.

The Impact of Professional Development on the Quality of Early Childhood Education Environments and Child Outcomes. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 374 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: B.

Thesis (Ph.D.)--University of Toronto (Canada), 2021.

This item is not available from ProQuest Dissertations & Theses.

Enrolment in Early Childhood Education and Care (ECEC) services is on the rise, with around one-third of children under age three enrolled in care. There is mounting evidence that high quality ECEC programs are an effective means for supporting children's outcomes. Unfortunately, current research suggests that many children experience care that is mediocre. There is growing consensus that professional development (PD) is an important lever for improving educator practice. Effective PD can bolster early childhood educators (ECE's) understanding of child development and can support their ability to create high quality instructional environments and interactions. However, the literature on PD for ECEs is highly heterogeneous, making it difficult to understand what works for whom.The motivation for Study One of this dissertation stemmed from the large heterogeneity in the PD literature in terms of the content areas that are targeted. To date, no published review integrated findings for all PD content areas reported in the literature. Thirteen independent meta-analyses (N=66 samples) were conducted, focusing on: School Readiness, Social Emotional Functioning through Interactions and Language/Literacy. Ten of the 13 meta-analyses were significant, with PD programs that focused on Interactions revealing the largest effects. The systematic review revealed that the inclusion of a coaching component is an important element of effective PD programs.The goal of Study Two was to test the effectiveness of the Responsive Interactions for Learning (RIFL) PD program; a theoretically driven PD program developed to target the quality of educator-child interactions, a key component of ECEC quality. A randomized control trial, was used to examine the effects of the RIFL PD program on interactions and overall classroom quality. The intervention group received a workshop, individual coaching and boosting of learned concepts through text reminders. The sample consisted of 86 educators (n= 46 experimental; n= 40 control) from 39 toddler classrooms in 27 community- and school-based centers. Evidence of improvement in interactions, measured both at the educator- and classroom- level was found.Professional development matters and it is through constant evaluation and improvement of PD programs that we can effect positive change on ECEC environments and child outcomes.

ISBN: 9798522911843Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Early childhood educators

The Impact of Professional Development on the Quality of Early Childhood Education Environments and Child Outcomes.
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