The <i>what, how</i>, and <i>who</i>, of early childhood professional development (PD): Differential associations of PD and self-reported beliefs and practices

Gardner-Neblett, Nicole; Henk, Jennifer; Vallotton, Claire D.; Rucker, Larra; Chazan‐Cohen, Rachel

doi:10.1080/10901027.2020.1735584

Cited by 7 publications

(2 citation statements)

References 48 publications

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“…En esa línea, las alternativas continuas de desarrollo profesional a las que puedan acceder los docentes resultan fundamentales para potenciar su formación. Al respecto, se ha encontrado que cuando estos participan en cursos técnicos o de nivel universitario -una de las modalidades de desarrollo profesional-sus prácticas de aula son apropiadas para el desarrollo y desempeño académico de los niños (Gardner et al, 2020;Yoon et al, 2007). Particularmente, aquellos docentes que participan en programas mindfulness en las escuelas muestran mejoría personal, profesional y en la interacción con estudiantes y compañeros (Burnett, 2011;López, 2016), dado que son más capaces de crear cambios positivos dentro y fuera del aula, favorecer climas tranquilos y ordenados y promover un mejor comportamiento en los estudiantes (Mindfulness in Schools Project, 2011).…”

Section: Discussionunclassified

Mindfulness para la mejorar sensibilidad de profesoras de educación inicial

et al. 2023

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El presente estudio busca implementar un programa de intervención basado en la atención plena (mindfulness) para mejorar la sensibilidad en docentes de educación inicial. Se llevó a cabo un diseño cuasiexperimental de tipo pretest/postest, utilizando el Q-Sort de la sensibilidad docente. Participaron diez docentes de preescolar, de tres instituciones educativas oficiales y siete privadas, ubicadas en la ciudad de Ibagué (Colombia). Los resultados indican diferencias significativas en la sensibilidad de las docentes luego de su participación en el programa de intervención, lo que indica que su capacidad para identificar, interpretar y responder de forma oportuna a las necesidades de los niños mejoró notablemente. Sin embargo, las docentes de las instituciones oficiales presentaron niveles más bajos antes de la intervención, y aunque mejoraron con posterioridad a su participación, sus puntajes no fueron altos. Los hallazgos dan cuenta de la necesidad de generar alternativas de desarrollo profesional para docentes en educación inicial, con el propósito de obtener un desempeño integral y responsable en las labores de cuidado que favorezcan la calidad de los procesos en el aula.

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Section: Discussionunclassified

Mindfulness para la mejorar sensibilidad de profesoras de educación inicial

et al. 2023

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“…Second, due to children’s rapid development from age zero to five, the developmental, educational, and supervision needs of children below the age of three are quite different from those aged three to five, which is reflected in the staffing recommendations for centers serving these different age groups (Administration for Children & Families, 2022 ). Accordingly, there are different professional development needs for staff working with these age groups, as evidenced by previous work showing that educators serving infants and toddlers have differing experiences with PD compared to educators working with preschoolers (Gardner-Neblett et al, 2021 ). Finally, there has been increasing recent momentum behind providing universal PreK to children aged three and four in the United States (Fact Sheet: The American Families Plan, 2021 ), which would require a massive expansion of the early childhood workforce and their training needs to provide high-quality programming (Barnett, 2021 ), a daunting task given the current unequal distribution of high-quality early childhood options across the country (Gomez et al, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

Professional Development Targeting Classroom Management and Behavioral Support Skills in Early Childhood Settings: A Systematic Review

Obee

Hart

Fabiano

2022

School Mental Health

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Early childhood educators are expected to provide the children in their centers high-quality care and preparation for later school success. At the same time, nearly a third of children enter early care and education settings displaying challenging behaviors, which in turn impacts educators’ stress levels and wellbeing. It is then unsurprising that classroom management and providing behavioral supports are consistently identified as areas where educators require further training upon entering the workforce. The purpose of this study is to conduct a systematic review of the empirical literature on professional development (PD) approaches targeting these areas for early childhood professionals. Forty-two studies were identified as meeting inclusion criteria and were coded for strategies targeted, the context and characteristics of the PD series, and the research design and outcomes utilized. Findings revealed that studies were highly variable in terms of targeted strategies, format of administration, training dose, research design, educator and child samples, and reporting practices. The majority of studies were conducted with educators from Head Start and public preschools and utilized research staff in the administration of the PD approaches. This indicates a need for more high-quality empirical evidence on PD approaches that cater to the larger early childhood workforce and centers’ needs. Implications for researchers and early childhood mental health professionals and administrators are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s12310-022-09562-x.

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