2011 Vermont Early Childhood and Afterschool Professional Development Survey
A study of the professional development needs of early childhood and after school professionals in Vermont, including their professional development information sources, access, awareness, and interests, based on survey responses from 986 early childhood and after school professionals
Reports & Papers
2011 Vermont Early Childhood and Afterschool Professional Development Survey [Executive summary]
A summary of a study of the professional development needs of early childhood and after school professionals in Vermont, including their professional development information sources, access, awareness, and interests, based on survey responses from 986 early childhood and after school professionals
Executive Summary
Accompaniment and quality in childcare services: The emergence of a culture of professionalization
A case study of a professional development initiative that takes into consideration freedom of movement for children birth through 3 years as a quality indicator in daily educational practice, based on data from a rural setting in the French Community of Belgium in Luxembourg Province from 2004 to 2009
Reports & Papers
Advancing the professional development system for California's early care and education workforce
A summary of an examination of the characteristics and funding of the professional development system for early care and education in California
Fact Sheets & Briefs
BEST in CLASS: A classroom-based model for ameliorating problem behavior in early childhood settings
A description of the Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS) classroom-based intervention designed to help early childhood teachers master instructional strategies for preventing and ameliorating problem behavior in at risk young children, and a pilot study to examine teachers' ability to implement the program as well as its influence on children's problem behaviors, social competence, and teacher-child relationships, based on data from 10 early childhood teachers and 19 3- to 5-year-old children
Reports & Papers
Building a system of safe medication administration in child care settings
A discussion of medication administration practices in child care programs in Connecticut, and a summary of recent efforts in Connecticut to train child care staff on appropriate medication administration
Fact Sheets & Briefs
Case studies: Appendix II to the final report of the study Early childhood education and care (ECEC) in promoting educational attainment including social development of children from disadvantaged backgrounds and in fostering social inclusion
An examination of early childhood education and care policy developments in England from 1997 through 2010, and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement
Other
Characterizing key features of the early childhood professional development literature
An identification and categorization of key components of early childhood professional development (PD), based on data from a systematic review 256 empirical studies that describe a type of PD, involved early childhood practitioners working with children birth through 5 years, and reported empirical evidence about PD outcomes for either early childhood practitioners or children
Reports & Papers
Child care training and technical assistance: Improving the quality of child care
A summary of an overview of the relationship of training and technical assistance to child care quality, and of an examination of the characteristics of training and technical assistance services offered by child care resource and referral agencies, based on a survey of leaders of 38 state child care resource and referral networks
Fact Sheets & Briefs
Child care training and technical assistance: Improving the quality of child care
An overview of the relationship of training and technical assistance to child care quality, and an examination of the characteristics of training and technical assistance services offered by child care resource and referral agencies, based on a survey of leaders of 38 state child care resource and referral networks
Reports & Papers
Child care workforce in Minnesota: 2011 statewide study of demographics, training and professional development
A study of the size, characteristics, and professional development experiences of the child care workforce in Minnesota, based on surveys from 352 licensed family child care providers, 315 center-based programs, and 1,166 center-based directors and teaching staff, and on six focus groups with 56 licensed family child care providers
Reports & Papers
Coaching and professional development in early childhood classrooms: Current practices and recommendations for the future
A review of literature on coaching as a method of professional development in preschools to increase literacy, math, and language instruction skills of staff, based on 9 articles published from 2006 through 2010 in peer-reviewed journals
Literature Review
Coaching and quality assistance in quality rating improvement systems: Approaches used by TA providers to improve quality in early care and education programs and home-based settings
A study of the features of on-site technical assistance and coaching provided by state child care quality rating and improvement system technical assistance providers, based on interviews with 34 technical assistance providers in 17 states
Reports & Papers
Coaching as a key component in teachers' professional development: Improving classroom practices in Head Start settings
An examination of the planning and implementation of the teacher coaching component of a research demonstration project in Head Start centers, with a discussion of lessons learned about coaching from the project
Other
Coaching in early education classrooms serving children with autism: A pilot study
A comparison of the implementation of the Advancing Social-communication and Play (ASAP) intervention for preschoolers with autism among 3 early education teams who received either the ASAP training and manual, the ASAP training and manual plus support based on the ASAP coaching model, or none of the above, based on data from 6 preschool classrooms serving children with developmental disabilities
Reports & Papers
Coding group behaviours for preschool children in the playground and the effects of teachers' proximity on preschool children's playground behaviours
A comparison of preschoolers' exhibitions of developmental levels of social play in an outdoor playground setting before and after teacher participation in a training course for the zone defense method of cooperative playground monitoring, based on coded observations of children at a university-affiliated preschool
Reports & Papers
Direct behavioral consultation in Head Start to increase teacher use of praise and effective instruction delivery
A study of the relationship between participation in a direct training behavioral consultation and Head Start teachers' use of praise and instruction delivery, based on data from 2 female Head Start teachers, 2 female Early Head Start teachers, and the African American children in their classrooms at a center located in the southeastern United States
Reports & Papers
Documentation and analysis of children's experience: An ongoing collegial activity for early childhood professionals
An analysis of the practitioners' discussions regarding the challenges and benefits of writing weekly reports of children's experiences during an action research project, based on data from 14 research group and general meetings from a three-year research initiative in collaboration with a network of Italian municipal early care and education services in Pistoria, Italy
Reports & Papers
The effect of immediate or delayed video-based teacher self-evaluation on Head Start teachers' use of praise
A study of the impact of immediate or next-morning feedback as part of a video-based teacher self evaluation intervention on their use of both general and specific verbal praise with children, based on data from 51 Head Start teachers from centers in rural and urban communities in Florida, Mississippi, and Alabama
Reports & Papers
Emotional availability, attachment, and intervention in center-based child care for infants and toddlers
A study of the effect of the Project Secure Child in Child Care staff training program on several aspects of the emotional attachment relationships between professional caregivers and infants or toddlers, based on observations of the interactions between 57 caregiver-child dyads
Reports & Papers
Enhancing teachers' intentional use of effective interactions with children: Designing and testing professional development interventions
A description of the concept of intentional teaching and examples of its use in professional development programs targeting improvement in teachers' daily interactions with children
Other
Evaluation of Program for Infant/Toddler Care (PITC): An on-site training of caregivers
A study of the impact of Program for Infant/Toddler Care, which provides on-site training to center-based and family child care providers, on global and process child care quality and children's cognitive, language, social, and behavioral skills, based on data collected from 92 randomly assigned child care centers and 159 randomly assigned family child care homes and from 936 children enrolled with those providers
Reports & Papers
Evaluation of Program for Infant/Toddler Care (PITC): An on-site training of caregivers [Executive summary]
A summary of a study of the impact of Program for Infant/Toddler Care, which provides on-site training to center-based and family child care providers, on global and process child care quality and children's cognitive, language, social, and behavioral skills, based on data collected from 92 randomly assigned child care centers and 159 randomly assigned family child care homes and from 936 children enrolled with those providers
Executive Summary
Evaluation results for the Summer Literacy and Learning Promotion Initiative: Summer 2011
An evaluation of the Summer Literacy and Learning Promotion Initiative, which aims to develop Massachusetts children's literacy skills and interest in science through program supports and staff training in summer programs, that examines changes in children's literacy skills and attitudes toward literacy and science, staff skills and overall program quality, and family involvement, based on pre- and posttest assessments of 610 children in kindergarten through third grade in 16 participating programs and on staff surveys and director interviews
Reports & Papers
Evaluation results for the Summer Literacy and Learning Promotion Initiative: Summer 2011 [Executive summary]
A summary of an evaluation of the Summer Literacy and Learning Promotion Initiative, which aims to develop Massachusetts children's literacy skills and interest in science through program supports and staff training in summer programs, that examines changes in children's literacy skills and attitudes toward literacy and science, staff skills and overall program quality, and family involvement, based on pre- and posttest assessments of 610 children in kindergarten through third grade in 16 participating programs and on staff surveys and director interviews
Executive Summary
