Examining the Implementation of the VLS Momentum Project: A Hybrid Approach to Supporting Foundational Practices in Early Care and Education

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-06-17 DOI:10.1007/s10643-024-01688-8
Sarah. N. Lang, Erin Tebben, Dahyung Ryu, Rosalie Odean, Kristen M. Knight, Jovanna Tyree, Summer W. Luckey, Erin G. Fox, Cynthia K. Buettner
{"title":"Examining the Implementation of the VLS Momentum Project: A Hybrid Approach to Supporting Foundational Practices in Early Care and Education","authors":"Sarah. N. Lang, Erin Tebben, Dahyung Ryu, Rosalie Odean, Kristen M. Knight, Jovanna Tyree, Summer W. Luckey, Erin G. Fox, Cynthia K. Buettner","doi":"10.1007/s10643-024-01688-8","DOIUrl":null,"url":null,"abstract":"<p>Approximately 40% of the U.S. early care and education (ECE) workforce lacks foundational training in research-based, developmentally appropriate practices for working with young children, which can impact the quality of ECE they can provide. To support young children’s positive developmental trajectories, it is critical that all teachers have access to comprehensive, high-quality ECE professional development that helps translate knowledge into practice. This pilot study examined a community-based pilot of the U.S. Federal Agency Virtual Lab School (VLS) platform for ECE teachers in childcare centers providing publicly funded childcare. The 15-month hybrid professional development intervention (internet-based content paired with individualized coaching) was positively received by teachers. Results show that comprehensive, foundational professional development using a hybrid approach is feasible in community based ECE settings. Teachers cited supportive relationships with their coaches and accommodations made by their centers as key facilitators of progress; time pressures and complications associated with the COVID-19 pandemic were barriers that impeded completion. Giving teachers time and support to complete foundational ECE training may help a greater number of ECE teachers achieve competency, and thus, better support all young children receiving care.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01688-8","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Approximately 40% of the U.S. early care and education (ECE) workforce lacks foundational training in research-based, developmentally appropriate practices for working with young children, which can impact the quality of ECE they can provide. To support young children’s positive developmental trajectories, it is critical that all teachers have access to comprehensive, high-quality ECE professional development that helps translate knowledge into practice. This pilot study examined a community-based pilot of the U.S. Federal Agency Virtual Lab School (VLS) platform for ECE teachers in childcare centers providing publicly funded childcare. The 15-month hybrid professional development intervention (internet-based content paired with individualized coaching) was positively received by teachers. Results show that comprehensive, foundational professional development using a hybrid approach is feasible in community based ECE settings. Teachers cited supportive relationships with their coaches and accommodations made by their centers as key facilitators of progress; time pressures and complications associated with the COVID-19 pandemic were barriers that impeded completion. Giving teachers time and support to complete foundational ECE training may help a greater number of ECE teachers achieve competency, and thus, better support all young children receiving care.

Abstract Image

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
研究 VLS Momentum 项目的实施情况:支持早期保育和教育基础实践的混合方法
美国约有 40% 的早期保育和教育(ECE)工作者缺乏以研究为基础的、适合幼儿发展的工作实践方面的基础培训,这可能会影响他们所能提供的幼儿教育的质量。为了支持幼儿积极的发展轨迹,至关重要的是所有教师都能获得全面、高质量的幼教专业发展,帮助将知识转化为实践。这项试点研究考察了美国联邦机构虚拟实验室学校(VLS)平台在社区的试点情况,该平台面向提供政府资助的托儿所中的幼教教师。为期 15 个月的混合专业发展干预(基于互联网的内容与个性化辅导相结合)得到了教师的积极响应。结果表明,在以社区为基础的幼教机构中,采用混合方法进行全面的基础专业发展是可行的。教师们认为,与教练之间的支持性关系和中心提供的便利是取得进展的主要促进因素;时间压力和与 COVID-19 大流行相关的复杂因素是阻碍完成培训的障碍。为教师提供时间和支持以完成幼儿教育基础培训,可以帮助更多的幼儿教育教师提高能力,从而为所有接受保育的幼儿提供更好的支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
期刊最新文献
Scribbling and Early Literacy Connections: How do Early Childhood Teachers Perceive Scribbles? Perceptions of Conditions that Characterize Projects as a Development Strategy: A Phenomenographical Study of Eleven Swedish Preschool Development Projects The Impact of Acquaintance Meetings on Children’s School Adjustment and Teachers’ Burnout in Preschools Math Talk in Play Contexts: Relations Between Parent and Child Math Language and Early Math Skills Translating Ideas into Language: High-Impact Strategies to Nurture Children′s Creative Composing in Early Childhood Classrooms
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1