Training Early Childhood Leaders: Developing a New Paradigm for Professional Development Using a Practice to Theory Approach

Autor/inn/en	Myran, Steve; Masterson, Marie
Titel	Training Early Childhood Leaders: Developing a New Paradigm for Professional Development Using a Practice to Theory Approach
Quelle	In: School Effectiveness and School Improvement, 32 (2021) 2, S.173-196 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Myran, Steve) ORCID (Masterson, Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2020.1803924
Schlagwörter	Early Childhood Education; Child Care Centers; Administrators; Leadership Training; Professional Development; Theory Practice Relationship; Program Effectiveness; Skill Development; Prosocial Behavior; Positive Behavior Supports; Discipline; Developmentally Appropriate Practices; Young Children; Low Income; At Risk Persons; Urban Areas + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Führungslehre; Theorie-Praxis-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Disziplin; Entwicklungsbezogene Bildung; Frühe Kindheit; Niedriglohn; Risikogruppe; Urban area; Stadtregion
Abstract	Given the predictive nature of high-quality early childhood programs on children's social and learning outcomes, effective leadership is critical to facilitate program improvement. Recognizing the need for cohesive conceptual frameworks that undergird research-based practice, a 5-year training institute for early childhood program directors was evaluated to assess training effectiveness. Moreover, we developed a model of early childhood leadership professional development grounded in our iterative analysis of data from this study and guided by theory-building methods. The findings show positive impacts on leaders' self-reported facilitation and implementation of developmentally appropriate strategies in positive discipline and prosocial skills in early care and education settings. The practice-to-theory training model developed provides a theoretically cohesive framework to guide the professional development of early childhood program leaders that repositions the theory/practice binary by helping leaders problematize issues of practice and infuse theory as necessary tools and pragmatic anchors for solving real-world problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01