Lisa L. Knoche

TL;DR: This article offers research directions associated with the processes underlying professional development, including areas in need of investigation that can inform the early childhood education field in terms of how professional development efforts exert their influence and produce meaningful change in practitioners' skills, behaviors, and dispositions.

TL;DR: The intervention appears to be particularly effective at building social–emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone.

TL;DR: Significant intervention effects on children's direct measures of expressive language were identified for a subgroup of cases where there were concerns about a child's development upon entry into preschool, and specific variables that influenced the treatment's effects were revealed.

TL;DR: Early childhood professionals in the treatment group relative to the comparison group demonstrated greater frequency of adherence to some intervention strategies, as well as higher rates of total strategy use, and significant positive relationships were found between years of experience, education and quality of intervention delivery.

TL;DR: Improved access to inclusive child care services and enhanced training opportunities related to serving children with disabilities and inclusion, especially for family child care providers, is recommended.