High pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children. This review summarizes findings from (quasi)-experimental studies that evaluated in-service training effects for ECEC professionals on external quality ratings and child development. The aggregation of findings at teacher level (including 36 studies with 2,891 teachers) revealed a medium in-service training effect on process quality (effect size [ES] = 0.68, SE = 0.07, p < .001). Furthermore, a subset of nine studies (including 486 teachers and 4,504 children) that provided data on both quality ratings and child development were analyzed, and they showed a small effect at child level (ES = 0.14; SE = 0.02, p < .001) and a medium effect at the corresponding classroom level (ES = 0.45, SE = 0.11, p < .001). Variance in effect sizes at child level was significantly related to in-service effects on quality ratings (53% explained variance). The results show that quality improvement is a key mechanism to accelerate the development of young children.

Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes

We assessed the impacts of a teacher professional development program for public and private kindergartens in the Greater Accra Region of Ghana. We examined impacts on teacher professional well-bei...

Experimental Impacts of the "Quality Preschool for Ghana" Interventions on Teacher Professional Well-Being, Classroom Quality, and Children's School Readiness.

A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes

Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review

Teacher-student relationships across the first seven years of education and adolescent outcomes

High pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children. This review summarizes findings from (quasi)-experimental studies that ...

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Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: a meta-analysis

Over the last few decades, research has consistently shown that process quality in child care centers and family child care varies substantially, but is mostly at a mediocre level. Based on the NUB...

Process quality for children under three years in early child care and family child care in Germany

Zusammenfassung. In den letzten Jahren wurden eine Reihe von politischen Anstrengungen in der Aus- und Weiterbildung fruhpadagogischer Fachkrafte unternommen, um die Qualitat in Kindertageseinrichtungen zu erhohen. Obwohl viele Weiterbildungen angeboten werden, sind nur wenige davon wissenschaftlich evaluiert. In diesem Beitrag wird der Frage nachgegangen, welche Aspekte besonders effektive Weiterbildungen kennzeichnen. Grundlage dafur ist ein systematischer Literaturuberblick. Von insgesamt 1195 relevanten Quellen waren es lediglich 36 Interventionsstudien mit 42 Weiterbildungen, die Daten zu externen Qualitatseinschatzungen (z.B. ECERS, CLASS) bereitstellten. Davon weisen nur 13 Weiterbildungen einen grosen Effekt (ES > 0.8) auf. Im narrativen Review wurden durch thematisches Kodieren zentrale Mechanismen dieser 13 besonders effektiven Weiterbildungen identifiziert. So zeichneten sich diese Programme durch (1) Unterstutzung vor Ort, (2) anwendungs- und performanzbezogene Weiterbildungsformate, (3) Weite...

Andrea G. Eckhardt

Papers

Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: a meta-analysis

Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes

Process quality for children under three years in early child care and family child care in Germany

Zentrale Wirkmechanismen von Weiterbildungen zur Qualitätssteigerung in Kindertageseinrichtungen: Ein narratives Review

Predictors for the quality of family child care: A meta-analysis