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The Relationship between Early Childhood Teachers' Professional Development in Physical Education and Children's Fundamental Movement Skills
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Cristina Honrubia Montesinos; Pedro Gil Madrona; Luisa Losada Puente; Ali Brian; Linda Saraiva – Early Education and Development, 2024
"Research Findings:" The influence of early childhood teachers' professional development on fundamental movement skills remains unknown in the literature. The purpose of the present study was to examine how early childhood teachers' professional development in physical education (PE) contributes to predicting children's fundamental…
Descriptors: Early Childhood Teachers, Faculty Development, Physical Education, Psychomotor Skills
From Pre-Service Preparation to Professional Development: Early Childhood Teachers' Learning Experiences, ECE Quality, and Child Development in China
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Yi Yang; Nirmala Rao; Jin Sun – Early Education and Development, 2024
Research Findings: This study examined the associations between early childhood education (ECE) teachers' pre-service education (PE), professional development (PD) experiences, ECE quality, and child development. The participants included 52 teachers and 706 children from 52 preschool classes in Shanghai and Guizhou. Teacher educational level was…
Descriptors: Preservice Teacher Education, Faculty Development, Early Childhood Teachers, Teaching Experience
Evaluation of an Online Early Mathematics Professional Development Program for Early Childhood Teachers
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Sheridan, Kathleen M.; Wen, Xiaoli – Early Education and Development, 2021
Research Findings: This is an evaluation study of the effectiveness of an online early mathematics professional development program for early childhood teachers. The eight online courses, along with the Math at Home: Early Math Matters website and resources, introduce early childhood teachers to mathematical concepts such as math literacy, number…
Descriptors: Program Evaluation, Online Courses, Faculty Development, Early Childhood Education
Teacher Language in the Preschool Classroom: Initial Validation of a Classroom Environment Observation Tool
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Phillips, Beth M.; Zhao, Yuting; Weekley, M. Jane – Early Education and Development, 2018
Research Findings: This study reports initial descriptive and validity results of a new early childhood classroom observation measure, the Classroom Language Environment Observation Scales (CLEOS), designed to capture teachers' use of both implicit language supports (e.g., incidental scaffolding and shared reading) and more explicit language…
Descriptors: Teacher Student Relationship, Correlation, Linguistic Input, Language Usage
Sustainability of a Scale-Up Intervention in Early Mathematics: A Longitudinal Evaluation of Implementation Fidelity
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Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine – Early Education and Development, 2015
Research Findings: We evaluated the fidelity of implementation and the sustainability of effects of a research-based model for scaling up educational interventions. The model was implemented by 64 teachers in 26 schools in 2 distal city districts serving low-resource communities, with schools randomly assigned to condition. Practice or Policy:…
Descriptors: Sustainability, Intervention, Longitudinal Studies, Fidelity
Early Childhood Teachers' Curriculum Beliefs: Are They Consistent with Observed Classroom Practices?
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Wen, Xiaoli; Elicker, James G.; McMullen, Mary B. – Early Education and Development, 2011
Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total…
Descriptors: Preschool Teachers, Teacher Attitudes, Curriculum, Beliefs