Perceptions of Change: The Impact of Inservice Training on Caregiver-Teachers and Children.

Autor/in	McLean, Deborah L.
Titel	Perceptions of Change: The Impact of Inservice Training on Caregiver-Teachers and Children.
Quelle	(1993), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Caregivers; Classroom Techniques; Cognitive Ability; Day Care; Inservice Teacher Education; Outcomes of Education; Preschool Children; Preschool Education; School Age Day Care; Teacher Improvement; Teaching Methods; Training Objectives; Urban Education + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Klassenführung; Denkfähigkeit; Tagespflege; Lehrerfortbildung; Lernleistung; Schulerfolg; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Training objectiv; Ausbildungsziel; Trainingsziel; Stadtteilbezogenes Lernen
Abstract	To determine the effects of teacher training on day caregivers' instructional methods and to examine children's learning behaviors during training, a study was conducted of 5 African-American caregivers and 60 children from low income families in an urban day care center. The caregivers participated over a 2-year period in the W. E. Think training program, which emphasizes developmentally appropriate practices and concrete experiences for children and involved 2-way feedback, active participation by caregivers as trainers, individual conferences, and mentoring. Qualitative data for the study were collected via participant observations, interviews, and videotapes, while quantitative data on children's cognitive performance were gathered 1 year into the study and again at the end of the project. With respect to caregiver outcomes, the training resulted in improved lesson planning, the use of child-centered instructional strategies, and the use of materials and activities that conformed more to developmentally appropriate practices than before the training. Outcomes for the children included improved verbal and social interactions, cooperation, motivation, independence, and self-esteem. In addition, significant improvements were found in children's cognitive development. (Recommendations for teacher training and 42 references are included.) (BCY)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01