Search results for: Child care centers
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Becoming trauma-informed: a case study of early educator professional development and organizational change
An extraordinary number of young children are exposed to trauma that impacts their development and well-being. Early care and education (ECE) programs are uniquely positioned to support children exposed to trauma yet may lack access to resources and professional development to enhance their capacity to deliver trauma-informed care. Using a qualitative multiple case study methodology, this study investigated how five urban ECE programs adopted new trauma-informed practices as a result of participating in a collaborative model for professional learning. This model, called the Breakthrough Series Collaborative, is designed to build both individual and organizational capacity to implement new practices and is supported by theoretical frameworks from organizational and improvement science. The study explored the changes that occurred at the individual, classroom, and organizational levels. Results suggest changes in knowledge and attitudes about trauma, empathy, and teacher empowerment; classroom and practice level shifts including social and emotional teaching and family centered communication; and at the organizational level a more caring and collaborative workplace culture and improved interagency collaboration. The results further suggest that professional development delivered at the organizational level may support the coordinated implementation of new trauma-informed care (TIC) practices by both teachers and administrators building organizational capacity to improve and sustain these practices.
Updated: Sep. 29, 2021
Exploring Early Childhood Teachers’ Beliefs and Practices About Preschool Outdoor Play: A Qualitative Study
This case study examined how early childhood teachers’ beliefs and practices influence the function of preschool outdoor play. Teachers’ perceptions about outdoor play included the theme of outdoor play opportunities afforded children on the playground. Additional teachers’ perceptions included barriers to outdoor play and teacher preparation and planning for the outdoor environment.The early childhood teachers at the center believed that supervision is paramount during children’s outdoor play. The teachers viewed their primary responsibility outdoors as keeping the children safe and providing guidance, yet allowing children to play without teacher intrusion. Furthermore, teachers perceived that outdoor play opportunities were limited due to the physical space and the fixed equipment outdoors.
Updated: Aug. 22, 2016
This study aimed to explore child care teachers' perceptions of their initial preservice and in-service training experiences. Eighteen child care teachers working in six for-profit centers were interviewed. The results have implications for the field in terms of designing and structuring professional development opportunities for child care teachers to better meet their needs within particular contexts.
Updated: Sep. 24, 2012
Professional Development Opportunities for Early Childhood Educators in Community-Based Child Care Centers
In this study, the staff development opportunities among early childhood educators in community-based, nonprofit child care centers were examined. The data gathered from surveys completed by 12 lead teachers, 5 paraprofessionals, and 5 administrators from 5 community-based child care centers in New Jersey. The results indicated that the teachers preferred enhanced or advanced professional development on subjects in which they already possessed an adequate level of knowledge and experience.
Updated: Feb. 11, 2009