Posted on April 9, 2022 by childrenslearninginstitute
Published:
August 18, 2021
Publication:
Early Education and Development
CLI Authors:
April Crawford, PhD, Reese-Anna Cummins, Cathy L. Guttentag, PhD, Susan H. Landry, PhD, Yoonkyung Oh, PhD, Cheryl Varghese, PhD, and Tricia A, Zucker, PhD
Abstract:
This pilot study conducted an initial evaluation of the Center for Improving the Readiness of Children for Learning and Education (CIRCLE) Infant-Toddler Teacher Training program. The program is unique in three ways: 1) use of an online platform with courses that explain social-emotional, language, and literacy development in young children (infants and toddlers) and teaching strategies to support development across these areas; 2) use of child progress monitoring measures (milestones checklists) to identify children who need additional support; and 3) use of remote coaching to support toddler teachers’ professional learning within the program. The purpose of the pilot study was to examine the impact of the CIRCLE Infant-Toddler Teacher Training on the quality of toddler teachers’ instruction and interactions with toddlers and toddlers’ language and social-emotional/behavioral skills. In this study, we utilized a randomized control design, with 38 toddler teachers and 229 toddlers (ages 24–36 months) participating in the pilot study. Research Findings: Findings suggested that toddler teachers who participated in the CIRCLE Infant-Toddler Teacher Training had improved interactions with toddlers. There were no main intervention effects on child-level outcomes. Practice or Policy: Taken together, these findings suggest that providing coaching-based professional development opportunities for toddler teachers may be an important way to improve early learning environments.
Citation:
April Crawford, Cheryl Varghese, Yoonkyung Oh, Cathy Guttentag, TriciaZucker, Susan Landry & Reese-Anna Cummins (2021): An Initial Investigation of the CIRCLEInfant-Toddler Teacher Training for Toddler Teachers, Early Education and Development, DOI:10.1080/10409289.2021.1961427.
DOI:
https://doi.org/10.1080/10409289.2021.1961427
