Enhancing the Landscape of Early Learning Training Environments

Introduction

The education landscape found within school districts and early learning centers today is ripe for professional learning. Changes in curriculum, standards, and technology innovations are at the forefront of education practices (Donohue & Schomburg, 2017). We need to embrace this by affording training opportunities for Early Childhood Education (ECE) teachers that encompass early learning strategies, including developmentally appropriate practices (DAP) from birth to age 8. Evidence is abundant regarding the necessity of creating environments for children that foster cognitive growth, but if teachers are not prepared with a clear understanding of how children learn and are not armed with specific teaching strategies, children will not reap the full benefits of early education (Melvin et al., 2020). Technology facilitates the creation of stimulating learning environments for teacher training. Since teacher schedules are time restricted and not conducive to professional learning, trainers must consider methods that reach teachers more conveniently. Successful professional development programs make use of the technologies that teachers will be using. Teachers benefit from seeing what and how they can learn through available technological tools with application sessions that are relevant to classroom practices. Trainers cannot ignore the practicality of technology for the training of teachers. As of late, we have utilized remote platforms, such as Zoom, to conduct training sessions that would otherwise not take place during COVID-19 restrictions limiting the number of participants in one location. Furthermore, we cannot overlook the various audiences including educators that seek out and utilize technology for a variety of purposes. There is pronounced contrast between learning styles of the various generations who grew up with exposure to different technologies (Shatto & Erwin, 2016). Professional learning sessions should be carefully designed to benefit all members in the audience. Equally important is the training of preservice teachers. With many higher education students between Generations Y and Z, instructors need to consider experience while preparing them for classrooms today. Their embracement of technology cannot be overlooked, but we cannot assume that their comfort using technology will transfer to implementing tools used in classrooms today. Carefully designing training sessions for preservice teachers that encompass technology, brain research, and DAP could be potentially useful in preparing future instructors. It has been noted that current childcare workers were least likely to receive training in areas of brain development, so it is especially important that instructors prepare preservice teachers (Zambo, 2008). Furthermore, it has also been noted that training in age-appropriate apps for the classroom setting is necessary so there is an understanding of differences between creative play and virtual opportunities, as well as the benefits of both (Elkind, 2016). For example, using apps that enhance play because they require collaboration can encourage communication more so than just using technology to watch a movie. However, creative play can be completed without technology in dramatic play centers. The objective of this chapter is to explain the necessity of professional learning experiences for instructors in early learning classrooms, specifically preschool classrooms. It will also address how to change our approaches to training sessions using technology. Finally, preservice teacher education will be examined.