Does training matter? A meta-analysis and review of caregiver training studies

Fukkink, Ruben; Lont, A

doi:10.1016/j.ecresq.2007.04.005

Cited by 262 publications

(216 citation statements)

References 70 publications

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“…The ECERS-R has been used in many national large-scale studies to measure program quality (Burchinal, Howes, & Kontos, 2002;Buysse et al, 1999;Early et al, 2006;Lambert, Abbott-Shim, & McCarty, 2002;La Paro, Sexton, & Snyder, 1998;Phillips, Mekos, Scarr, McCartney, & Abbott-Shim, 2000) and effectiveness of professional development (Campbell & Milbourne, 2005;Fukkink & Lont, 2007;Mathers et al, 2007). Many countries like Canada, England, Finland, Hungary, Greece, and Germany are using this instrument widely for purposes of research and program improvement.…”

Section: Instrumentsmentioning

confidence: 99%

Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education

Szente

2009

Journal of Early Childhood Teacher Education

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The following article introduces an exploratory study that was designed to measure the quality of early childhood education within its ever changing sociocultural context utilizing the Early Childhood Learning Environment Rating Scale-Revised (ECERS-R) in 40 classrooms in Beijing, China. Implications for early childhood teacher education, including the education of children with exceptional needs are addressed along with recommendations for future research.The development of Chinese early childhood education is following a distinctive trend of integrating Western educational philosophy into national curriculum guidance for classroom practices. This integration process encountered many challenges due to strong influences by unique Chinese cultural and economic characteristics and requires investigation in terms of what constitutes a high quality early childhood program in mainland China. Research on the global quality of early childhood education to help international scholars and practitioners understand philosophical change in classroom applications in China is scarce. Therefore, the main purpose of this article is to present an exploratory study conducted in public kindergarten classrooms using the Chinese version of Early Childhood Environment Rating Scales-Revised and provide implications for teacher education. Introduction to the Early Education System in ChinaThe population in China exceeds 1.3 billion people representing 56 national tribes from 23 provinces, 5 autonomous regions, and 4 municipalities (National Bureau of Statistics of China, 2006). Beijing, as the capital city and municipality, has over 13 million people, which is more than the number found in New York City. In order to reduce the overwhelming population density China has enforced a one-child-per-family policy throughout the nation since 1978. Being an only child, a Chinese child faces great parental expectations regarding academic achievement starting in the early years. The limited years of compulsory education provided by the Chinese government apply to children from Grades 1 to 9 in both urban and rural areas. Prior to first grade, children usually attend early childhood programs called kindergartens, which are full-day programs serving children ages 3 to 6. Facilities for children before age 3 are considered nursery schools. Traditionally, children under 3 are more likely to stay home with grandparents. In this article we focus on kindergarten programs and the corresponding early childhood teacher education programs. Public Versus Private KindergartensKindergartens in China can be divided into two categories: private and public based on funding sources. Public kindergarten means the government-whether at the federal, province, city, or local town level-has full ownership of the school. There are generally three types of public kindergartens: (1) department of education related, (2) state organization or corporation related, and (3) local town or county related (Pang, Liu, & Hu, 2008). More than half of the Chinese people reside in rur...

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Section: Instrumentsmentioning

confidence: 99%

Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education

Szente

2009

Journal of Early Childhood Teacher Education

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“…Viimati nimetatud aspektid kuuluvad õpetaja enesetõhususe alla, mis on Bandura (1977) järgi kognitiivne protsess, mille käigus õpetaja konstrueerib uskumused oma suutlikkusest saavutada teatud eesmärk (vt ka Ross & Bruce, 2007;Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). See, kuidas õpetaja õppesisu ja eesmärke väärtustab ning milline on tema enesetõhusus, määrab suuresti selle, mis tegevusi ta eelistab ning kuivõrd ta tegevuse ettevalmistamiseks ja läbiviimiseks ressursse panustab (Fukkink & Lont, 2007;Kowalski et al, 2005;Melhuish et al, 2016;Pajares, 1992;Ross & Bruce, 2007).…”

Section: Lasteaiaõpetajate Uskumused: Väärtustamine Ja Enesetõhususunclassified

“…Et pedagoogilise kõrgharidusega õpetajad hindasid enamikku üldoskusi (v.a mänguoskused) olulisemaks kui pedagoogilise keskeriharidusega õpetajad, on mõneti ootuspärane, sest rahvusvahelised uuringud on näidanud, et eriharidus tõstab mitte üksnes lasteaiaõpetajate teadmiste ja oskuste taset, vaid muudab hoiakuid ja uskumusi (Fukkink & Lont, 2007). Siinses kontekstis tähendab see, et pedagoogilise kõrgharidusega õpetajad väärtustavad üldoskusi enam.…”

Section: Aruteluunclassified

Lasteaiaõpetajate uskumused seoses laste üldoskuste arendamisega riikliku õppekava alusel: lisaseletus lasteaia koolistumise põhjustele

Neudorf¹,

Ugaste²,

Tuul³

et al. 2017

EHA

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AnnotatsioonViimase aja rahvusvaheline tendents alushariduses on koolistumine ehk õppe-ja kasvatustegevuse suurem sarnanemine üldhariduskooliga. See avaldub eelkõige õppimise esmatähtsustamises ja laste arengu pidevas hindamises. Paljude uurijate hinnangul põhjustab seda ühiskondlik surve tagada laste koolivalmidus ja alusharidusasutuste konkurents eri huvirühmade ootuste täitmisel. Uurimuse eesmärk on välja selgitada lasteaiaõpetajate uskumused riikliku õppekava üldoskuste väär-tuslikkuse ehk olulisuse kohta ning nende enesetõhususe hinnangud asjaomaste tegevuste leidmisele ja üldoskuste hindamisele. Ankeedis hindas 729 Eesti lasteaiaõpetajat koolieelse lasteasutuse riiklikus õppekavas (2008) esitatud üldoskuste olulisust ning nende omandamiseks vajalike tegevuste leidmise ja üldoskuste hindamise lihtsust. Uurimistulemustest selgub, et mänguoskusi kui senist alushariduse prioriteeti peetakse olulisimaks, ent tegevuste leidmisel ja hindamisel on lihtsam keskenduda tunnetus-ja õpioskuste kui traditsiooniliselt akadeemiliste oskuste valdkonnale. Laste üldoskuste arendamiseks vajaksid õpetajad koolitusi, mis oleksid seotud pigem tegevuste leidmise ja tulemuse hindamisega, mitte üldoskuste olulisuse teadvustamisega.

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“…In fact, evidence is growing that several types of in-service training are positively associated with higher quality (e.g., Burchinal et al, 2002;Cassidy et al 1995;Hamre et al 2012;LoCasale-Crouch et al, 2011). For instance, a review of studies from 1980 to 2005 revealed a significant positive effect of specialized in-9 service training focusing teacher interactions on the pedagogical competencies of caregivers in childcare (Fukkink & Lont 2007). A recent Dutch study (Slot et al 2015) showed that the frequency of use of a wide range of professional development activities at the ECEC centre (e.g., having regular staff meetings to discuss developmental and educational goals, discussing children with specific needs, personal coaching opportunities) was positively associated with emotional and educational process quality (CLASS-Toddler).…”

Section: In-service Trainingmentioning

confidence: 99%

The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

Barros

Cadima

Pinto

et al. 2017

Research Papers in Education

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Recent research has shown that caregiver education and training can be important in determining levels of quality in early childhood, but has mainly considered the education and training of the lead teacher. In infant childcare, however, classrooms have more than one caregiver with varying levels of education and in Portugal it is less common to have a qualified teacher exclusively assigned to infant classrooms.This study examines the quality of caregiver-child interactions in infant classrooms and its association with caregiver qualifications and training, specifically the level of pre-service education and in-service training of the lead caregiver, whether she is exclusively assigned to an infant classroom or to more classrooms, and the pre-service holding at least a bachelor degree, whether exclusively assigned to the infant classroom or not, showed higher levels of quality. Few effects were found for inservice training. Results suggest that lead teachers with pre-service education in early childhood are likely to play an important role not only directly by interacting with children but also indirectly through team work.

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Does training matter? A meta-analysis and review of caregiver training studies

Cited by 262 publications

References 70 publications

Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education

Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education

Lasteaiaõpetajate uskumused seoses laste üldoskuste arendamisega riikliku õppekava alusel: lisaseletus lasteaia koolistumise põhjustele

The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

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