ABSTRACT

Quality in early-childhood education and care is a decisive element in children’s development and learning, with professional standards of practitioners a critical element in ensuring quality provision. An on-going research project into professional development (PD) initiatives for ECEC practitioners in Denmark focuses on a practice-based initiative engaging with the Abecedarian Approach to adult–child interactions. This considers the facilitation of collaborative learning, as well as how the influence of such initiatives may be studied. A mixed-method’s pilot study shows an innovative implementation framework inspired by principles of organisational learning, coupled with content from Abecedarian, encouraged practitioners’ reflection on and in specific work practices. Insights from the pilot inform the on-going research agenda, in the design of a model for sustainable practice-based PD geared towards improving the quality of ECEC provision, enabling further contemplation on how to support and study practice-based collaborative learning processes.

摘要

幼儿教育和保育的质量是儿童发展和学习的决定性因素，从业者的专业标准是确保提供质量的关键因素。一项针对丹麦 ECEC 从业者的专业发展 (PD) 计划的持续研究项目侧重于一项基于实践的计划，该计划与成人与儿童互动的初学者方法相结合。这考虑了协作学习的便利性，以及如何研究此类举措的影响。一项混合方法的试点研究显示了一个受组织学习原则启发的创新实施框架，再加上 Abecedarian 的内容，鼓励从业者对特定工作实践进行反思。试点的见解为正在进行的研究议程提供信息，