Child Growth and Development In-Service Training for Teaching Staff at a Child-Parent Center.

Autor/in	Hudson, Vivian D.
Titel	Child Growth and Development In-Service Training for Teaching Staff at a Child-Parent Center.
Quelle	(1986), (75 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Child Development; Disadvantaged Youth; Early Childhood Education; Faculty Development; Individual Development; Inservice Teacher Education; Kindergarten; Knowledge Level; Preschool Education; Preschool Teachers; Teacher Aides; Teacher Improvement; Training + Suchen Sie Ihr Suchwort? Kindesentwicklung; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Individuelle Entwicklung; Lehrerfortbildung; Wissensbasis; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Handreichung; Lehrerhilfe; Ausbildung
Abstract	This practicum addressed the expressed need to improve the knowledge and expertise of the teaching staff employed at a child-parent center, which served 170 preschool and kindergarten children attending classes in an elementary school in an economically depressed community. Specifically, the in-service intervention aimed to immprove staff competence by providing exposure, stimulation, knowledge, and training relative to learning theories, developmental stages, needs, curriculum, and strategies for 3- and 4-year-olds. Descriptive material in Chapter I establishes the situation and context of the intervention. Chapter II describes, documents, and analyzes the problem and presents a review of the related literature. Chapter III describes anticipated outcomes and evaluation instruments used to assess effectiveness. Chapter IV presents, among alternatives, the intervention strategy selected, while Chapter V presents results, conclusions, and recommendations. Of the teaching staff who participated in the training sessions, 100 percent attended all sessions, 83 percent increased their knowledge of child growth and development, and 100 percent recommended that the in-service training sessions continue on an ongoing basis. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01