Professional Development to Support Parent Engagement: A Case Study of Early Childhood Practitioners

Abstract

Research Findings: This qualitative case study describes early childhood practitioners' (ECPs) perspectives on their professional development as part of a large federally funded school readiness intervention project as they experienced the processes of professional growth and change in learning skills related to promoting parental engagement in children's learning and development. A total of 28 ECPs participated in this study over 2 assessment periods across 2 academic years; 12 ECPs were interviewed twice, for a total of 40 interviews conducted and analyzed. Practitioners worked within the context of Early Head Start, Head Start, and Student Parent Programs in local high schools, all located in a midwestern state. The study intended to (a) discover practitioners' understanding of a parent engagement intervention, including their perspectives on the professional development and supports received; (b) assess how the parent engagement intervention was experienced by ECPs; and (c) discern how self-reported attitudes and behaviors of practitioners toward work with families changed as a function of the professional supports they received. Qualitative analyses of interview transcripts revealed 3 primary themes contributing to ECPs' experience with and understanding of the professional development model to support parent engagement: Self-Perceived Changes in Confidence

A randomized trial examining the effects of parent engagement on early language and literacy: The Getting Ready intervention

“…Previous studies have found positive results of the intervention in its ability to enhance children’s social–emotional skills relative to a control group (Sheridan et al, 2010). Others (e.g., Brown et al, 2009; Edwards et al, 2009; Knoche et al, 2010) have documented the changes produced in teachers’ beliefs and practices. The current study supports the effects of this same intervention in promoting teacher-reported language and literacy skill development, above and beyond what is being attained as a function of the Head Start preschool experience.…”

“…One 60-minute coaching session each month was individualized and the other session took place in a 90-minute group format with three to five Head Start teachers. For further information on coaching within the Getting Ready study, see Brown, Knoche, Edwards, and Sheridan (2009) or Sheridan et al (2010).…”

Educators’ expectations and aspirations around young children’s mathematical knowledge

“…However, taking an ecological view of early childhood education encourages the consideration of broader contextual factors impacting upon teacher practices and children's learning, such as relationships with parents and other caregivers, parental engagement in the early childhood education service, teacher characteristics and children's approaches to learning (Brown et al 2009). …”

“…A key issue identified in the research literature is the context of the professional development, with most studies to date focusing on events occurring within early childhood rooms (Brown et al 2009). However, taking an ecological view of early childhood education encourages the consideration of broader contextual factors impacting upon teacher practices and children's learning, such as relationships with parents and other caregivers, parental engagement in the early childhood education service, teacher characteristics and children's approaches to learning (Brown et al 2009).…”

Professional Development in Early Childhood Programs: Process Issues and Research Needs

“…Early childhood teachers’ responsiveness to coaching has been found to be related to the ”fit” between individuals’ goals and preferences for coaching and the style and orientation of the coach (Brown, Knoche, Edwards, & Sheridan, 2009; McCormick & Brennan, 2001). The specific features that appear most salient in affecting the relationship in positive or negative ways, however, are not clear.…”