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![Page 1: Professional development in early childhood setting: Using a constructivism approach Suzanne Manningham, ps. éd., Ph. D. Professor of Psychoeducation Faculty.](https://reader035.fdocuments.us/reader035/viewer/2022062519/5697bff81a28abf838cbf381/html5/thumbnails/1.jpg)
Professional development in early childhood setting:
Using a constructivism approach
Suzanne Manningham, ps. éd., Ph. D.Professor of Psychoeducation
Faculty of Education
The 4Th Congress of the International Society for Cultural and Activity Research29 September- 3 October 2014, Sydney, Australia
![Page 2: Professional development in early childhood setting: Using a constructivism approach Suzanne Manningham, ps. éd., Ph. D. Professor of Psychoeducation Faculty.](https://reader035.fdocuments.us/reader035/viewer/2022062519/5697bff81a28abf838cbf381/html5/thumbnails/2.jpg)
QUEBEC
CANADA
Nord-du-Québec
Abitibi-Témiscamingue
NORTHERN QUEBEC
![Page 3: Professional development in early childhood setting: Using a constructivism approach Suzanne Manningham, ps. éd., Ph. D. Professor of Psychoeducation Faculty.](https://reader035.fdocuments.us/reader035/viewer/2022062519/5697bff81a28abf838cbf381/html5/thumbnails/3.jpg)
EDUCATIONAL
QUALITY SUPPORT
COMMITTEE
Reflexion works
April 2008 to September 2009
Phase 1
PRE-TRAINING OBSERVATION
November 2009 to February 2010
Phase 2
EDUCATOR TRAINING PROGRAM
March 2011 to February 2012
Phase 3
POST-TRAINING OBSERVATION
February 2012 to June
2012
The research project
![Page 4: Professional development in early childhood setting: Using a constructivism approach Suzanne Manningham, ps. éd., Ph. D. Professor of Psychoeducation Faculty.](https://reader035.fdocuments.us/reader035/viewer/2022062519/5697bff81a28abf838cbf381/html5/thumbnails/4.jpg)
April 2008 to September 2009: Reflexions works
Educational quality
committee
![Page 5: Professional development in early childhood setting: Using a constructivism approach Suzanne Manningham, ps. éd., Ph. D. Professor of Psychoeducation Faculty.](https://reader035.fdocuments.us/reader035/viewer/2022062519/5697bff81a28abf838cbf381/html5/thumbnails/5.jpg)
PRE AND POST-TRAINING OBSERVATION
OBSERVATION OF ENVIRONMENT QUALITY FOR ALL GROUPS OF CHILDREN BETWEEN THE AGES OF 2 ½ AND 5 YEARS
EARLY CHILDHOOD ENVIRONMENT RATING SCALE – REVISED (Harms, Clifford & Cryer, 1998)
EDUCATOR CHARACTERISTICS
• Sociodemographic questionnaire
• Caregiver Interaction Scale- CIS (Arnett)
CHARACTERISTICS OF THE CHILD’S FAMILY ENVIRONMENT
Sociodemographic questionnaire completed by parents
![Page 6: Professional development in early childhood setting: Using a constructivism approach Suzanne Manningham, ps. éd., Ph. D. Professor of Psychoeducation Faculty.](https://reader035.fdocuments.us/reader035/viewer/2022062519/5697bff81a28abf838cbf381/html5/thumbnails/6.jpg)
PAIRED SAMPLE
PHASES OF PROJECT N total α
PHASE 1: Pre-training observation 113 0,86
PHASE 2: Educator Training Program 179
PHASE3: Post-training observation 101 0,88
PHASE 1/PHASE 2/PHASE 3: PAIRED SAMPLE 42
![Page 7: Professional development in early childhood setting: Using a constructivism approach Suzanne Manningham, ps. éd., Ph. D. Professor of Psychoeducation Faculty.](https://reader035.fdocuments.us/reader035/viewer/2022062519/5697bff81a28abf838cbf381/html5/thumbnails/7.jpg)
ECERS-R Total score Results
General Sample
Time 1 (n = 113)Mean (s.d.)
Time 2 (n = 101)Mean (s.d.)
3,79 (0,70) 4,45 (0,71)
Paired Sample (n = 42)
Time 1Mean (s.d.)
Time 2Mean (s.d.)
ComparaisonT1 and T2
3,85 (0,63) 4,55 (0,69) t = 6,76 **
![Page 8: Professional development in early childhood setting: Using a constructivism approach Suzanne Manningham, ps. éd., Ph. D. Professor of Psychoeducation Faculty.](https://reader035.fdocuments.us/reader035/viewer/2022062519/5697bff81a28abf838cbf381/html5/thumbnails/8.jpg)
RESULTS OF THE PAIRED SAMPLE
![Page 9: Professional development in early childhood setting: Using a constructivism approach Suzanne Manningham, ps. éd., Ph. D. Professor of Psychoeducation Faculty.](https://reader035.fdocuments.us/reader035/viewer/2022062519/5697bff81a28abf838cbf381/html5/thumbnails/9.jpg)
RESULTSof the PAIRED SAMPLE
Space and F
urnis
hings
Personal C
are R
outines
Language-Reasonin
g
Activiti
es
Inte
ractio
n
Progra
m S
tructu
re
Parents
and S
taff
Total S
core1
2
3
4
5
6
7
Time 1Time 2
**
**
****
** **
**p<0.001
![Page 10: Professional development in early childhood setting: Using a constructivism approach Suzanne Manningham, ps. éd., Ph. D. Professor of Psychoeducation Faculty.](https://reader035.fdocuments.us/reader035/viewer/2022062519/5697bff81a28abf838cbf381/html5/thumbnails/10.jpg)
THE QUESTION IS:WHAT HAPPENED BETWEEN
PRE AND POST OBSERVATION?
THE EDUCATOR TRAINING PROGRAM AND
THE WORK OF EDUCATIONAL QUALITY SUPPORT COMMITTEE
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THE EDUCATOR TRAINING PROGRAM(inspired by Japel & Manningham, 2007)
• Three sessions of 3 hours separated by 1 month;• Using the ECERS-R and the experience of the
educator;• Teaching the links between the items and the
children development needs.
![Page 12: Professional development in early childhood setting: Using a constructivism approach Suzanne Manningham, ps. éd., Ph. D. Professor of Psychoeducation Faculty.](https://reader035.fdocuments.us/reader035/viewer/2022062519/5697bff81a28abf838cbf381/html5/thumbnails/12.jpg)
THE WORK OF EDUCATIONAL QUALITY SUPPORT COMMITTEE
THE REINVESTMENT OF THE NEW PRACTICES
At the end of the training program, the educator listed 2 or 3 items that needed to be examined in more detail;• The committee chose the most listed items;• The committee prepared Questionnaire for the educator;• The educator was invited to take pictures of the items in the
class and answer the questionnaire;• The educator sends this questionnaire to the committee with
the pictures.
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Moved by Quality!
2 ½ to 5 years old
Reinvestment of Educatives Practices Program
Directed by Suzanne Manningham and Judith Lecompte