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.

中文翻译：

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美国的在线儿童保育培训：对谁参加，提供了什么以及劳动力关注的主题的初步调查

美国现行的政策要求育儿教师队伍能够支持计划质量并增强婴儿，学步儿童和学龄前儿童的学习与发展。考虑到最低的州雇用前要求，这种情况对劳动力的在职培训有影响。但是，关于谁参加培训，所提供内容的重点以及各主题参与率的差异，研究很少。还需要更好地了解在线培训在满足员工在职需求方面可能扮演的角色。为了解决这些相互关联的问题，我对来自美国范围内的在线儿童保育培训提供商的汇总数据的便利性样本进行了描述性分析。参加者的年龄和受教育程度反映了较大的托儿队伍。提供的大多数培训都是初学者，持续时间为1小时。自2010年以来，注册者平均每年完成10至12个小时的在线培训。完成的培训中约有三分之一与计划安全，健康的学习环境有关。这些发现表明，需要对儿童保育人员参与培训进行更严格的研究，特别是与在线培训可以对旨在提高劳动力能力以支持计划质量和幼儿学习与发展的政策做出反应的程度有关。