The Reported Effects of a Systematic Professional Learning Program on the Knowledge, Skills, and Concerns of Australian Early Childhood Educators Who Support Young Children Displaying or at Risk of Challenging Behaviours

Autor/inn/en	Arthur-Kelly, Michael; Farrell, Genevieve; De Bortoli, Tania; Lyons, Gordon; Hinchey, Frank; Ho, Fuk Chuen; Opartkiattikul, Watinee; Baker, Fran; Fairfax, Warren
Titel	The Reported Effects of a Systematic Professional Learning Program on the Knowledge, Skills, and Concerns of Australian Early Childhood Educators Who Support Young Children Displaying or at Risk of Challenging Behaviours
Quelle	In: International Journal of Disability, Development and Education, 64 (2017) 2, S.131-149 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2016.1181258
Schlagwörter	At Risk Students; Foreign Countries; Early Childhood Education; Preschool Teachers; Functional Behavioral Assessment; Young Children; Behavior Problems; Child Behavior; Professional Development; Intervention; Factor Structure; Factor Analysis; Disabilities; Correlation; Pretests Posttests; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Frühe Kindheit; Faktorenstruktur; Faktorenanalyse; Handicap; Behinderung; Korrelation; Australien
Abstract	High-quality early childhood education is a vital experience for young children with and without disabilities. Social and communication experiences in the context of play represent a core curriculum that sets a foundation for later learning and participation. Using a new self-report instrument, this article describes data collected in a large-scale professional learning project in NSW, Australia, that aimed to support early childhood teachers, paraprofessionals and other personnel who directly work with young children, including individuals who present or are at risk of challenging behaviours. Using a case application model of remote and direct coaching support and intervention centred on the input of expert practitioners, the reports of participants were collected before and after a series of three sequential workshops with embedded action research processes for participants. The program was designed to increase social and communicative exchanges and reduce the likelihood of challenging behaviours, by providing a systematic and practical framework for the introduction of functional behavioural assessment and positive support planning. Respondents indicated significant improvements in knowledge and skills after the program, along with decreased concerns in some areas. The paper concludes by discussing potential areas for an expanded research agenda into the professional learning needs of personnel in this field and more broadly within early childhood support systems and services. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01