Document Detail

Diverse Pathways in Early Childhood Professional Development: An Exploration of Early Educators in Public Preschools, Private Preschools, and Family Child Care Homes.
MedLine Citation:
PMID:  20072719     Owner:  NLM     Status:  Publisher    
This paper presents a naturalistic investigation of the patterns of formal education, early childhood education training, and mentoring of a diverse group of urban early childhood educators participating in the Los Angeles: Exploring Children's Early Learning Settings (LA ExCELS) study. A total of 103 preschool teachers and family child care providers serving primarily low-income 3- and 4-year-old children in Los Angeles County provided data on their education, training, and beliefs about teaching. This sample worked in public center based preschool programs including Head Start classrooms and State preschool classrooms (N=42), private non-profit preschools including community based organizations and faith-based preschools (N=42), and licensed family child care homes (N=19). This study uses a person-centered approach to explore patterns of teacher preparation, sources of support, supervision, and mentoring across these 3 types of education settings, and how these patterns are associated with early childhood educators' beliefs and practices. Findings suggest a set of linkages between type of early education setting, professional development, and supervision of teaching. Public preschools have the strongest mandates for formal professional development and typically less variation in levels of monitoring, whereas family child care providers on average have less formal education and more variability in their access to and use of other forms of training and mentorship. Four distinct patterns of formal education, child development training, and ongoing mentoring or support were identified among the educators in this study. Associations between professional development experiences and teachers' beliefs and practices suggested the importance of higher levels of formal training for enhancing the quality of teacher-child interactions. Implications of the findings for changing teacher behaviors are discussed with respect to considering the setting context.
Allison Sidle Fuligni; Carollee Howes; Sandraluz Lara-Cinisomo; Lynn Karoly
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Publication Detail:
Journal Detail:
Title:  Early education and development     Volume:  20     ISSN:  1040-9289     ISO Abbreviation:  -     Publication Date:  2009 May 
Date Detail:
Created Date:  2010-1-14     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  8918109     Medline TA:  Early Educ Dev     Country:  -    
Other Details:
Languages:  ENG     Pagination:  507-526     Citation Subset:  -    
Graduate School of Education and Information Studies, University of California, Los Angeles.
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MeSH Terms
Grant Support
R01 HD046063-01//NICHD NIH HHS

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