ABSTRACT

In the U.S., one-third of preschool children attend programs run by childcare centers. Childcare centers are generally isolated and under-resourced businesses, often challenged by high rates of teacher turnover and inconsistent financial support. Correspondingly, childcare centers often struggle to provide high-quality educational experiences for preschool children. This study introduced an evidence-based curriculum (REDI) to improve the educational experiences of preschool children in childcare centers and used a novel professional development (PD) model in which center directors were trained to serve as local coaches. Open-ended interviews with 45 teachers and 31 center directors evaluated the acceptability, feasibility, and effectiveness of the REDI intervention and coaching model. Participants also described their workplace and rated their intentions regarding future program use. Participants described multiple challenges in the workplace but generally positive perceptions of the REDI intervention. Perceptions regarding the feasibility of the coaching model were mixed. Workplace descriptions were associated with intervention experiences which, in turn, predicted intentions for future program use. Findings validate the importance of addressing the unique workplace challenges faced by childcare staff when designing classroom interventions and PD supports. Attending to program acceptability, feasibility, and perceived effectiveness in these settings may be critical to support sustained use.

摘要

在美国，三分之一的学龄前儿童参加托儿中心的项目。托儿中心通常是孤立和资源不足的企业，经常受到教师流动率高和财政支持不一致的挑战。相应地，托儿中心往往难以为学龄前儿童提供高质量的教育体验。本研究引入了循证课程 (REDI) 以改善托儿中心学龄前儿童的教育体验，并使用了一种新颖的专业发展 (PD) 模式，在该模式中，中心主任接受培训以担任当地教练。对 45 名教师和 31 名中心主任的开放式访谈评估了 REDI 干预和辅导模式的可接受性、可行性和有效性。参与者还描述了他们的工作场所并评估了他们对未来计划使用的意图。参与者描述了工作场所面临的多重挑战，但普遍对 REDI 干预持积极态度。对教练模式可行性的看法参差不齐。工作场所的描述与干预经验相关联，而干预经验反过来又预测了未来项目使用的意图。研究结果验证了在设计课堂干预和 PD 支持时解决儿童保育人员面临的独特工作场所挑战的重要性。在这些环境中关注项目的可接受性、可行性和感知有效性可能对支持持续使用至关重要。参与者描述了工作场所面临的多重挑战，但普遍对 REDI 干预持积极态度。对教练模式可行性的看法参差不齐。工作场所的描述与干预经验相关联，而干预经验反过来又预测了未来项目使用的意图。研究结果验证了在设计课堂干预和 PD 支持时解决儿童保育人员面临的独特工作场所挑战的重要性。在这些环境中关注项目的可接受性、可行性和感知有效性可能对支持持续使用至关重要。参与者描述了工作场所面临的多重挑战，但普遍对 REDI 干预持积极态度。对教练模式可行性的看法参差不齐。工作场所的描述与干预经验相关联，而干预经验反过来又预测了未来项目使用的意图。研究结果验证了在设计课堂干预和 PD 支持时解决儿童保育人员面临的独特工作场所挑战的重要性。在这些环境中关注项目的可接受性、可行性和感知有效性可能对支持持续使用至关重要。研究结果验证了在设计课堂干预和 PD 支持时解决儿童保育人员面临的独特工作场所挑战的重要性。在这些环境中关注项目的可接受性、可行性和感知有效性可能对支持持续使用至关重要。研究结果验证了在设计课堂干预和 PD 支持时解决儿童保育人员面临的独特工作场所挑战的重要性。在这些环境中关注项目的可接受性、可行性和感知有效性可能对支持持续使用至关重要。