Coaching for Quality in Infant-toddler Care PDF Download
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Author: Jesse Leinfelder
Publisher: Zero to Three
ISBN: 9780943657837
Category : Child care services
Languages : en
Pages : 0
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Book Description
Author: Jesse Leinfelder
Publisher: Zero to Three
ISBN: 9780943657837
Category : Child care services
Languages : en
Pages : 0
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Book Description
Author: Marie Masterson
Publisher: Essentials
ISBN: 9781938113352
Category : Education
Languages : en
Pages : 80
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Book Description
The basic information family child care providers need to run a successful program in a warm, welcoming setting for children and their families
Author: Teaching Strategies
Publisher: Delmar Pub
ISBN: 9780766832886
Category : Education
Languages : en
Pages :
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Book Description
The Creative Curriculum comes alive! This videotape-winner of the 1989 Silver Apple Award at the National Educational Film and Video Festival-demonstrates how teachers set the stage for learning by creating a dynamic well-organized environment. It shows children involved in seven of the interest areas in the The Creative Curriculum and explains how they learn in each area. Everyone conducts in-service training workshops for staff and parents or who teaches early childhood education courses will find the video an indispensable tool for explainin appropriate practice.
Author: Phyllis Weinstock
Publisher:
ISBN:
Category :
Languages : en
Pages : 177
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Book Description
Little research has been conducted on the effectiveness of training strategies for child care providers. The current study used an experimental intent-to-treat design to measure the impact of an established intervention, the on-site caregiver training component of the Program for Infant/Toddler Care (PITC), on child development and child care program quality. The PITC was developed by WestEd in 1985, in partnership with the California Department of Education. Over the next 25 years, more than 1,500 early childhood trainers across 30 states became PITC-certified trainers. More than 1,000 Early Head Start trainers have also been trained by the PITC. This study is the first rigorous effectiveness trial of the on-site caregiver training component of PITC. It was implemented over 2007-2010 in six Southern California counties and four Arizona counties. The study sample of 251 child care programs included 92 child care centers and 159 licensed family child care homes, and the sample of 936 children included an average of eight children per center and between one and two children per family child care home. The primary questions focus on child outcomes: (1) What is the impact of the PITC on a composite measure of children's cognitive and language skills, at least 6 months after its full delivery to the children's child care programs (within an average of 23 months after random assignment)?; and (2) What is the impact of the PITC on a composite measure of children's social and behavioral skills, at least 6 months after its full delivery to the children's child care programs (within an average of 23 months after random assignment)? The secondary questions focus on child care quality: (1) What is the impact of the PITC on global child care quality at least 4 months after the PITC ends (within an average of 21 months after random assignment)?; and (2) What is the impact of the PITC on a composite measure of the quality of child care programs' staff-child interactions at least 4 months after the PITC ends (within an average of 21 months after random assignment)? The primary findings are: (1) The PITC did not have a statistically significant effect on a composite measure of children's cognitive/language scores, measured approximately 6 months (on average) after it ended; and (2) The PITC did not have a statistically significant effect on children's composite behavior scores, measured at 6 months after it ended. Sensitivity analyses, conducted with two alternative approaches to missing data treatment, had results consistent with these findings. Secondary research questions addressed the effects of the PITC on child care program quality at, on average, four months after the intervention ended. These estimates also found no significant effects. Findings of this analysis are: (1) The PITC did not have a statistically significant effect on global program quality, as measured by trained observers administering the ITR and the FCCERS-R; (2) The PITC did not have a statistically significant effect on staff-child interactions, a composite measure incorporating interactions items from the environment rating scales and from the PITC-PARS. Results of sensitivity analyses were consistent these findings. Analysis of implementation found that, in many child care programs, the intervention was not fully implemented or was not implemented with full participation: Of the 124 child care programs assigned to the treatment group, 11 decided not to participate before receiving any training, and 6 dropped midcourse. In only 59.4 percent of participating family child care homes did at least one caregiver receive the benchmark 56 hours of training, and in 41.9 percent of child care centers, four or more caregivers (the minimum number of participants, plus the director, required for PITC delivery) received at least 56 hours of training. Of children in the treatment sample, 17 percent received no exposure to the PITC, either because they left their original child care programs before start-up or because their programs were among the 11 that declined the intervention after random assignment. The PITC incorporates a number of the features that preliminary research and expert opinion in the field suggest are most likely to have a positive effect: focus on relationships, on-site consultation, opportunities for assessment and feedback, and application to practice. However, this study finds no positive main effects and also underscores the difficulties of sustaining participation in an intensive, long-term intervention in a large number of community child care settings across geographically dispersed locations. More research on the PITC and other training interventions is needed for fuller examination of both implementation and impacts. Increased understanding of the "transfer" between training strategies, program quality, and child development would inform improved child care training design implementation. Appended are: (1) Sample Power Estimates; (2) Child Care Provider Screening Interview (California); (3) Method of Random Assignment; (4) Random Assignment Cohorts and Strata; (5) Follow-Up Data Collection Intervals, by Experimental Condition; (6) Details of Study Measures; (7) Zero-Order Correlations among Variables Used in the Impact Analysis; (8) Caregiver-Child Quality Interaction Composite: Factor Analysis; (9) Training and Reliability-Checking of Field Staff; (10) Detailed Response Rates and Reasons for Nonresponse, by Experimental Condition; (11) Teacher Sample Turnover and Response Rates; (12) Additional Sample Equivalence Tables; (13) Child Care Licensing Regulations in the Study States; (14) Program for Infant/Toddler Care Professional Growth Incentives for Child Care Center Directors, Child Care Staff, and Family Child Care Providers (California); (15) Sensitivity of Impact Estimates to Alternative Model Specifications; and (16) Additional Subgroup Analyses of Child Mobility. (Contains 9 figures, 78 tables and 14 footnotes.).
Author:
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 166
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Book Description
Intended to help local program managers in developing and implementing action plans to improve curriculum, assessment, teaching and learning opportunities for all children in center-based, home-based, family child care, and in child care partnerships.
Author: Emily Schrag Fenichel
Publisher:
ISBN:
Category : Caregivers
Languages : en
Pages : 82
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Book Description
Author: Faye Ong
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 172
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Book Description
Author: Michael Gasper
Publisher: Bloomsbury Publishing
ISBN: 1350100757
Category : Education
Languages : en
Pages : 232
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Book Description
This book provides an introduction to the theory and practice of mentoring, coaching and supervision in the context of early childhood education and care. Written by a team of scholars from the UK, Ireland, South Africa, Australia and the USA the book includes a range of annotated case studies to exemplify important issues from around the world. The chapters are organized around four key principles: · Embedding professional one to one support within the setting · Maximising performance and professional development · Self and collaborative reflection for leadership · Managing and leading change Topics covered include discussion of the differences and similarities between mentoring, coaching and supervision; management and leadership in early childhood settings; safeguarding and child protection. Alongside the annotated case studies each chapter also includes a summary of key points and questions for further discussion.
Author: Judy Jablon
Publisher: National Association for the Education of Young Children
ISBN: 1938113179
Category :
Languages : en
Pages : 268
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Book Description
This essential guide for all coaches and professionals who support the work of teachers is an interactive, enhanced eBook with 30 embedded videos that provide a total of 45 minutes of video clips. Read and hear from the authors and other coaches as they share information, guidance, reflections, and insight about coaching. Use this guide to · Learn about your coaching stance and enrich your coaching practice · Develop trusting relationships with the teachers you coach · Promote positive change in teachers’ practice
Author: Patricia Snyder
Publisher: Brookes Publishing Company
ISBN: 9781681253817
Category : Education
Languages : en
Pages : 320
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Book Description
Join us for a webinar on Practice-Based Coaching on November 10 Widely adopted across the U.S. and around the world, Practice-Based Coaching (PBC) is a research‐based coaching framework for supporting early childhood practitioners' use of evidence‐informed teaching practices. This book--created by the respected developers of the PBC framework--is the first to offer a comprehensive introduction to this popular coaching approach and practical guidance on how to implement it with fidelity. Ideal for use in professional development, this research‐to‐practice resource gives readers an in‐depth overview of the Practice‐Based Coaching framework and a complete guide to implementing its three key components: shared goals and action planning, focused observation, and reflection and feedback. To help professionals implement PBC with fidelity, they'll get case stories, tip boxes, reflection questions, and 30+ downloadable supporting resources, including coaching data collection forms, checklists, and organizational templates. The definitive resource on PBC, this essential guide will help programs and coaches prepare every early childhood practitioner to master today's recommended practices--and nurture the learning and healthy development of infants, toddlers, and preschoolers. LEARN HOW TO: Develop collaborative partnerships between coach and coachee Write effective goals and action plans Put five essential coaching strategies into practice Conduct practice‐focused strengths and needs assessments Observe the coachee's practices and collect data about coaching efforts and effects Make data‐based decisions Give supportive and constructive feedback Employ web‐based platforms and coaching apps to support PBC WHY PBC? Meets the Head Start Performance Standards' definition of a research‐based, coordinated coaching strategy, which all programs are required to use. Supports the Pyramid Model: PBC is recognized as an effective professional development approach for implementing the social, emotional, and behavioral practices of the popular Pyramid Model. Supports embedded intervention and instruction: PBC has been shown to be an effective professional development approach for implementing embedded intervention and instruction practices. Practice-ready: PBC is a practice‐ready coaching framework that has been used with a variety of effective early childhood practices. Flexible for today's programs: PBC can be implemented in person or virtually using video recordings. Proven effective: PBC is supported by evidence that it changes or enhances practices and has related effects on child and family outcomes.
