Transforming Practice in Long Day Care: An Action Research Project

Autor/inn/en	Foulkes, Tracy; St. John Robb, Vivienne
Titel	Transforming Practice in Long Day Care: An Action Research Project
Quelle	In: International Journal of Training Research, 17 (2019) 1, S.80-91 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.1080/14480220.2019.1602141
Schlagwörter	Foreign Countries; Early Childhood Teachers; Child Caregivers; Labor Force Development; Vocational Education; Professional Development; Child Care Centers; Program Effectiveness; Teacher Workshops; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Arbeitskräftebestand; Ausbildung; Berufsbildung; Child care facilities; Child care services; Kinderzentrum; Australien
Abstract	Responding to the Council of Australian Governments (COAG) "Early Years Workforce Strategy 2012-2016" and significant early childhood education and care sector reforms in the last decade, TAFE SA created a new model of long-term support and engagement with the early childhood and schooling sectors across the state. Existing vocational education and training (VET) expertise was utilized to build new relationships and strengthen existing ones. One example of a long-term professional learning engagement with an early childhood service became the focus of an action research project, enabling systematic analysis of evaluative data to determine the impact of professional learning activities on educator practice. The endeavour with this particular service has delivered positive results, such as boosting educator confidence in service delivery reflecting current research and national standards, supported by creation of learning environments with increased stimulation and child focus. Greater emphasis on relationship skills has enabled service provider staff to build more positive relationships with each other, the children and families, facilitating positive behaviour guidance and resulting in a significant increase in job satisfaction and staff stability. The action research project and its outcomes are presented in this paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01