Effects of Early Childhood Education Training and Video Interaction Guidance on Teachers' Interactive Skills

Autor/inn/en	Jilink, Lisanne; Fukkink, Ruben; Huijbregts, Sanne
Titel	Effects of Early Childhood Education Training and Video Interaction Guidance on Teachers' Interactive Skills
Quelle	In: Journal of Early Childhood Teacher Education, 39 (2018) 4, S.278-292 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jilink, Lisanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2017.1408042
Schlagwörter	Early Childhood Education; Foreign Countries; Preschool Teachers; Elementary School Teachers; Inservice Teacher Education; Experimental Groups; Control Groups; Teaching Skills; Interpersonal Competence; Communication Skills; Video Technology; Technology Uses in Education; Faculty Development; Guidance; Netherlands + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Interpersonale Kompetenz; Kommunikationsstil; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Beratung; Niederlande
Abstract	Research has demonstrated that teachers working in early childhood education and care (ECEC) are proficient in offering emotional support to young children, but markedly weaker when it comes to instructional support. We conducted a controlled experimental study in the Netherlands, to investigate the effects of targeted in-service training on improving teachers' instructional support. Teachers (N = 72) were randomly assigned to four conditions: an intensive early childhood education (ECE) training (N = 17), video interaction guidance (VIG) (N = 16), a combination of both training programs (N = 18), or a control condition with no training (N = 21). Teachers' interactive skills were measured pre- and postintervention, according the scales of the Caregiver Interaction Profile (CIP). The ECE training improved the proficiency of teachers' verbal communication and offering developmental stimulation. VIG proved to be effective in teachers' fostering positive peer interactions between children. Intensive and targeted training can successfully improve the quality of teachers' instructional support in ECEC settings, although more research on effective elements of professional development of ECEC teachers is needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01