Abstract
The authors share the impact from trainings and free curriculum options offered to teachers, administrators, and parents on pedagogy in the early childhood classroom. The authors employ a mixed methods data collection process utilizing extant data to include pre- and post-tests and evaluations of trainers to support the findings of the research. Furthermore, the authors share strategies and implications for learning, access, and equity when professional development is offered in the synchronous online format. They highlight the importance of effectively shifting modalities to provide continuous accessibility to high quality trainings for adult learners. Creative instructional strategies focused on student engagement ensure that learning objectives are met.
TopIntroduction
Early Childhood Educator Expectations
For the past decade, early childhood educators have faced constantly increasing expectations to maintain high levels of understanding of child development and early education (Sheridan, Edwards, Marvin, and Knoche, 2009). The National Association for the Education of Young Children (NAEYC) delineates these expectations through its ethical code of conduct that provides a framework of professional responsibilities. The framework is divided into four sections, highlighting professional relationships with children, families, colleagues, and the community/society (NAEYC Ethical Code of Conduct and Statement of Commitment, 2009). These areas of focus are essential for teacher mastery, to effectively work with children and assist them in meeting social-emotional and academic developmental milestones.
Moreover, early childhood educators must be adept at managing multiple health and safety issues, while providing rich educational experiences for the children they serve (Sheridan, Edwards, Marvin, and Knoche, 2009). Therefore, early childhood professional development, defined as “a continuum of learning and support activities which are focused on improving the knowledge, skills, practices, and dispositions of early education professionals” (NAEYC, 2011) must be available, delivered and evaluated to ensure educators have the necessary tools to positively impact their learning environments using the information they have received.
Key Terms in this Chapter
Better Beginnings: The quality rating improvement system sponsored by the Arkansas Department of Human Services and connects Arkansas families with information and approved childcare providers within the state. Better Beginnings is designed to assist childcare providers with improving the level of quality in childcare and early childhood education programs across the state. Better Beginnings distinguishes the quality of each Arkansas childcare facility by a 1, 2 and 3-star rating system ( www.arbetterbeginnings.com ).
Andragogy: Teaching adults using a variety of methods and processes.
Educators: Those who have been professionally trained to educate others on specific topics.
Pedagogy: The process of teaching.
Online Learning: The use of virtual methods and learning management systems to help deliver instruction.
Professional Development: Participation in learning or continuing education opportunities to acquire additional knowledge, skills, and abilities.
Curricula: The path of study used to help students master specific learning goals.
Standards: A specific set of knowledge, skills, and abilities that students should acquire at specific points in their educational journey.
Transformative Learning: The idea that adult learners can adjust the world thinking based on new information that is acquired.