Early Childhood Providers' Perceptions of Effective Professional Development Components A Qualitative Study

A research-to-practice gap exists between evidence-based practices (EBPs) and actual practices implemented with children with developmental disabilities (DD) in early childhood care and education (ECCE) settings. Many ECCE providers lack the training needed to support these children's learning. Ten center-based providers working in inclusive ECCE classrooms participated in the Early Achievements for Child Care Providers Professional Development (EA-CP PD) program to learn to deliver differentiated instruction to children with DD using EBPs. Post-PD focus groups assessed the training's impact on providers' perceptions of the PD program and implementation of the EA-CP instructional strategies. Results of qualitative analysis revealed providers' perceived benefit of job-embedded coaching to support their implementation of the instructional strategies and ability to enhance children's social-communication and language development. Providers desired greater involvement from ECCE directors. Implications are discussed for giving directors more explicit roles in providers' PD to support implementation and enhance child outcomes.

Automated summary

There is a research-to-practice gap in early childhood care and education (ECCE) settings regarding evidence-based practices (EBPs) for children with developmental disabilities (DD). The lack of training among ECCE providers hinders their ability to support these children's learning. A professional development program, Early Achievements for Child Care Providers (EA-CP PD), was implemented to train center-based providers in inclusive ECCE classrooms to deliver differentiated instruction using EBPs for children with DD. Post-PD focus groups revealed that job-embedded coaching benefited providers in implementing instructional strategies and enhancing children's social-communication and language development. Providers expressed the need for more involvement from ECCE directors. Implications are discussed for involving directors in providers' professional development to enhance implementation and improve child outcomes.