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Professional Development Impact On Quality Interactions In Home-Based Early Childhood Settings, Theresa Peplinski
Professional Development Impact On Quality Interactions In Home-Based Early Childhood Settings, Theresa Peplinski
Graduate Teacher Education
Recent literature was examined to explore the relationship between professional development and quality interactions in home-based early childhood settings. Home-based child care was identified as a setting preferred by parents (Melvin et al., 2022). However, the educators in these settings often worked alone, worked long hours, and were less likely to have a degree than educators in other early childhood settings (Durden et al., 2016). The understanding of what constituted quality in these under-recognized settings was more challenging to quantify and less studied than quality in other early education settings (Han et al., 2021). A thorough literature review was conducted, …
Humor And Laughter As Intentional Teaching Strategies: Professional Development For Early Childhood Educators, Rebecca Ellen Fish Hegstad
Humor And Laughter As Intentional Teaching Strategies: Professional Development For Early Childhood Educators, Rebecca Ellen Fish Hegstad
Graduate Teacher Education
Research has shown that humor and laughter benefit young children’s social-emotional development (Lovorn, 2008; Semrud-Clikeman & Glass, 2010). Humor and laughter also benefit teachers (Chaniotakis & Papazoglou, 2019). However, despite the benefits, research has also shown that teachers may be hesitant to use humor and laughter for fear of "losing control," not feeling inherently funny, and/or because teachers have not been taught how to use humor effectively (Chaniotakis & Papazoglou, 2019; Lovorn & Holaway, 2015). Cekaite and Andrén (2019) revealed that teachers in early childhood settings rarely responded to children’s laughter with laughter. The difference between teachers’ beliefs and practices …
How Can Professional Development For Early Childhood Educators On Trauma-Informed Practices Help Support Whole Child Development?, Kacy Carlson
Graduate Teacher Education
Research findings have indicated that early childhood educators are requiring additional knowledge and skills than what is currently provided to better support the development of young children after they have experienced a traumatic event (Alisic, 2012; Kim et al., 2021; Loomis & Felt, 2020). Approximately one in four children have experienced a traumatic event by the time they turn two years old (Loomis & Felt, 2020). This paper examined the impact of professional development opportunities for early childhood educators on trauma-informed practices to better support the whole child. In addition to professional development opportunities, the research suggested that curriculum enrichment …