Online child care training in the United States: a preliminary investigation of who participates, what is offered, and on which topics the workforce is focusing

被引：3
作者：
Ackerman D.J. [1 ]
机构：
[1] Educational Testing Service (ETS), 660 Rosedale Road, MS 19-R, Princeton, 08541, NJ
来源：
International Journal of Child Care and Education Policy | / 11卷 / 1期
关键词：
Child care; Child care teachers; Child care training; Child care workforce;
D O I：
10.1186/s40723-017-0037-7
中图分类号：
学科分类号：
摘要：
Current US policies call for a child care teacher workforce that can support program quality and enhance infants’, toddlers’, and preschoolers’ learning and development. Given minimal state pre-hire requirements, this context has implications for the workforce’s in-service training. Yet, there is limited research on who participates in training, the focus of what is offered, and variations in participation rates across topics. Also needed is a better understanding of the role online training might play in meeting the workforce’s in-service needs. To address these interrelated issues, I present descriptive analyses of a convenience sample of aggregate data from a US-wide online child care training provider. Enrollees’ ages and education levels reflect the larger child care workforce. The majority of the offered training is at the beginner level and 1 h in duration. Since 2010, enrollees completed an average of 10–12 online training hours annually. Roughly one-third of the completed training was related to planning a safe, healthy learning environment. These findings suggest the need for more rigorous research on child care workforce participation in training, particularly related to the extent to which online training can respond to policies aimed at enhancing workforce capacity to support program quality and young children’s learning and development. © 2017, The Author(s).
引用
收藏
相关论文
共 127 条
[1]  
Ackerman D.J., “The learning never stops”: Lessons from military child development centers for teacher professional development policy, Early Childhood Research & Practice, Online Journal, (2007)
[2]  
Ackerman D.J., Coaching as part of a pilot quality rating scale initiative: Challenges to—and supports for—the change-making process, Early Childhood Research & Practice, (2008)
[3]  
Ackerman D.J., Using State Early Care and Education Workforce Registry Data to Inform Training-Related Questions: Issues to Consider (ETS Research Report No. RR-16-31), (2016)
[4]  
Ackerman D.J., Tazi Z., Enhancing Young Hispanic Dual Language learners’ Achievement: Exploring Strategies and Addressing Challenges, (2015)
[5]  
Aikens N., Akers L., Atkins-Burnett S., Professional Development Tools to Improve the Quality of Infant and Toddler Care: A Review of the Literature, (2016)
[6]  
Quality early education and child care from birth to kindergarten, (2005)
[7]  
Artman-Meeker K.M., Hemmeter M.L., Effects of training and feedback on teachers’ use of classroom preventive practices, Topics in Early Childhood Special Education, 33, pp. 112-123, (2012)
[8]  
Barnett W.S., Friedman-Krauss A.H., State(s) of head start, (2016)
[9]  
Bassok D., Fitzpatrick M., Loeb S., Paglayan A.S., The early childhood care and education workforce in the United States: Understanding changes from 1990 through 2010, Education Finance and Policy, 8, pp. 581-601, (2013)
[10]  
Benjamin S.E., Tate D.F., Bangdiwala S.I., Neelon B.H., Ammerman A.S., Dodds J.M., Ward D.S., Preparing child care health consultants to address childhood overweight: A randomized controlled trial comparing web to in-person training, Maternal and Child Health Journal, 12, pp. 662-669, (2008)
12345678910