Online child care training in the United States: a preliminary investigation of who participates, what is offered, and on which topics the workforce is focusing

Ackerman, Debra J.

doi:10.1186/s40723-017-0037-7

Cited by 4 publications

(4 citation statements)

References 69 publications

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“…They said the training taught them new information and also reminded them of old information they had forgotten. These findings and other studies suggest that not only are online trainings a good fit for this population, but are in fact preferred by child care professionals (Ackerman 2017;Cotwright et al 2020;Lee et al 2021;Rheingold et al 2012;Weigel et al 2012). One study showed that an online training on healthy beverages makes it more likely that FCCH providers will follow these recommendations (Lee et al 2021).…”

Section: Online Training Fills a Needsupporting

confidence: 55%

Online training for child care providers teaches child nutrition in English and Spanish

Lee¹,

Alkon²,

Strochlic³

et al. 2023

Calif Agr

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Poor nutrition among young children is a national health crisis which contributes to obesity and chronic disease later in life. Since children spend so much time in child care, child care providers can help improve the quality of young children's nutrition and foster lifelong healthy eating habits. However, California's family child care home (FCCH) providers receive little training on what and how to feed young children. To address this problem, we developed a self-paced online training on child nutrition in English and Spanish for FCCH providers. Our feasibility study evaluated providers’ satisfaction with the training and ease of use, using an online survey and a 45-minute interview upon completing the training. Providers rated their training experience as excellent, easy to enroll in, and complete. Most providers reported they were somewhat likely to make changes to what and how they feed infants and toddlers. Many recommended adding printed resources and culturally relevant material for future trainings.

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Section: Online Training Fills a Needsupporting

confidence: 55%

Online training for child care providers teaches child nutrition in English and Spanish

Lee¹,

Alkon²,

Strochlic³

et al. 2023

Calif Agr

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“…With the exception of professional development for educators, we found no empirical studies on leadership or types of leadership in association with digital technology in ECEC. Ongoing professional development is essential for early childhood professionals and digital technology has the potential to reduce associated costs and improve access to professional development resources (Ackerman, 2017 ; Donahue & Fox, 2012 ; Wright & Bales, 2014 ). Early childhood educators build their own professional knowledge through formal and informal online resources and have reported using a range of digital devices, with desktop computers being the most popular, followed by laptops, tablets and smartphones (Dwyer et al, 2019 ; Hatzigianni, 2018 ).…”

Section: Digital Technologies and Leadership In Early Childhood Educa...mentioning

confidence: 99%

The role of digital technologies in supporting quality improvement in Australian early childhood education and care settings

Hatzigianni

Stephenson

Harrison

et al. 2023

ICEP

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This national study explored the role of digital technologies in early childhood education and care settings and whether they could contribute to quality improvement as reported by educators and assessors of quality in Australia. In this paper, data from Stage 2 of the Quality Improvement Research Project were used, which comprised 60 Quality Improvement Plans from educators linked with 60 Assessment and Rating reports from the assessors who visited early childhood centres as part of the administration of the National Quality Standards by each of Australia’s State and Territory jurisdictions. Bronfenbrenner’s ecological systems theory ( Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. H. Elder, Jr., & K. Lüscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 619–647). American Psychological Association. https://doi.org/10.1037/10176-018; Bronfenbrenner & Ceci, Bronfenbrenner and Ceci, Psychological Review 101:568–586, 1994) was adopted to facilitate a systemic and dynamic view on the use of digital technologies in these 60 ECEC settings. References (e.g. comments/ suggestions/ examples) made by the educators about the implementation of digital technologies were counted and thematically analysed. Results revealed the strong role new technologies (e.g. documentation and management platforms, tablets, apps, etc.) play in the majority of ECEC settings and especially in relation to three of the seven Quality Areas: Educational programme and practice (Quality Area 1); Collaborative partnerships with families and communities (Quality Area 6) and Governance and leadership (Quality Area 7). Future directions for research are suggested and implications for embracing a more holistic, integrated and broad view on the use of digital technologies are discussed.

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“…In 2017, Ackerman 16 published the results of data analysis from a US-based, online day care teacher training provider to investigate who participates in online training for day care providers, what the focus is of the training being offered and which topics show higher participation rates. It was determined that in the USA, online training meets the needs specifically of day care providers who lack in-person training options due to high cost of programmes, geographical accessibility constraints, work obligations, or who prefer the convenience of learning at their own pace in their own homes.…”

Section: Background To the Problemmentioning

confidence: 99%

“…Of the courses offered in 2016, roughly 75 % were at a beginner level and one hour in duration. The current online training format and level of training aims at increasing knowledge, whereas intermediate and advanced level training is needed to improve teaching practices as well as improve the learning outcomes of the children 16 .…”

Section: Background To the Problemmentioning

confidence: 99%

Usability of eLearning interventions for teachers and day care workers in Africa: a scoping review protocol

Wit

Plastow

2021

S. Afr. j. occup. ther.

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Introduction: Poor quality teacher training is one reason why children do not achieve school readiness. The Occupational Therapy Practice Framework (OTPF) includes teacher and day care provider training in teaching basic concepts to pre-schoolers, as an essential occupational therapy role. eLearning and mLearning are affordable, accessible, and usable formats for this training. This scoping review will provide a framework for improving the usability of eLearning and mLearning for teachers and day care providers of pre-schoolers. Methods and Analysis:This scoping review follows Arksey and O'Malley's (2005) framework and the PRISMA-ScR reporting guidelines using ERIC, CIHNAL, Africa Wide Information and Academic Search Premier databases, and a blind review process by two researchers. COVIDENCE software will be used to manage the review. Framework analysis using the nine usability criteria and WeftQDA will identify recommendations for eLearning and mLearning design. Ethics and dissemination: This protocol is published to improve transparency and avoid duplication of work, as recommended in the PRISMA-ScR guidelines. The findings of this scoping review will be published in a peer-reviewed journal in 2020 and presented at conferences. The results will also inform the design of an mLearning application for teachers and day care providers within the African context.

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Online child care training in the United States: a preliminary investigation of who participates, what is offered, and on which topics the workforce is focusing

Cited by 4 publications

References 69 publications

Online training for child care providers teaches child nutrition in English and Spanish

Online training for child care providers teaches child nutrition in English and Spanish

The role of digital technologies in supporting quality improvement in Australian early childhood education and care settings

Usability of eLearning interventions for teachers and day care workers in Africa: a scoping review protocol

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