Effective Training Method For Early Childhood Educators

Identifying the training needs of early childhood educators

Discuss about the Preventing Conduct Problems and Readiness.

Training of educators is one of the most essential parts for any educational institution, especially which deals with the Early Childhood Education System (Pallisera et al. 2013). The purpose of this assignment is to identify the most effective training method as well as training equipments for the educators. In this paper a survey has been conducted to identify the training needs of the educators. The plan for the training methods has been built as per the feedback of the participants. After the evaluation process the potential changes has been identified to make appropriate changes to the plan. The final training plan has been made describing the suitable process of documentation management

• Creative approach
• Debriefing approach
• Group discussion
• Classroom action research

In this survey method the participants will be 50 teachers, educators and education associative staffs who are involved in Early Childhood Education, especially pre-school education system (Hemmeter et al. 2016). Before conducting the survey the respondents are informed about the purpose and aim of this survey which is developing the most effective teaching process for the children. The survey has been conducted to identify the training needs of the educators which is, they have to implement more Cognitive Development practices in their teaching style.    Taking acknowledgement from each participant is the essential concern (Kutcher and Wei 2013). The participants are further informed about the day of publication of this report and the possible way of identify the requirement for training program for the educators aiming to initiate best teaching method for Early Childhood Education. They have to be also ensured that their responses will be used only for the determined purposes and the conduct of this survey does not intend to use these data management irrelevantly.

The training method will be developed as per the survey report showing the interest of the educators and the possible objectives for training methods. The training need of the educators is they have to implement more Cognitive Development practices in their teaching style (Saracho and Spodek, 2017).  Training program will be executed in alternative weeks through the power point presentation. In order to show the best practice of teaching process for cognitive development of early childhood education, power point presentation can be the most acceptable method to be represented. After each three days a feedback session will be conducted involving all the educators in it in order to identify the most effective strategy for Early Childhood Education (Greytak, EKosciw, and Boesen 2013). The training programme will be continuing up to 5 months of initiation. After each month an examination program will be conducted with the help of survey method to analyse the progression of the learning process of the educators.

Identified Needs Save Time On Research and Writing Hire a Pro to Write You a 100% Plagiarism-Free Paper. Get My Paper	Implementing more Cognitive Development practices in teaching approach
Training goals	Increase the ability of educators to interpret children’s behaviour and their needs Ensure the educators are implementing teaching process most efficiently
Training objectives	To develop interpretation power To increase the ability of identification of children’s needs To increase the ability of implementing best teaching methods
Delivery methods	Power Point Presentation, Survey based exams
Resource needed	Projector, power point software, survey generators, conference room
Dates and times	Alternate week training Weekly feedback Monthly examination

Survey of 50 teaching staff for developing the most effective teaching process

The weekly timing of feedback session is planned to keep track the practical execution of the training process regarding Cognitive Development practices in their teaching style and its resultant outcomes. On the other hand, the alternate week power point presentation based training will help to demonstrate the required process to be implemented for Cognitive Development practices by westing less amount of time.  The mouthy survey based examination will help to monitor the overall progress of the educators and their future needs. The collaborative leadership approach will be held for the entire training session (Webb, Phuong and Naeger 2015).

As per the survey report 65% of educators are agreed about the development of cognitive functions for the children. However, 53% educators preferred the Demonstrating over other teaching and learning process in Early Childhood Education. On the other hand, 33% educators supported the collaborating method as the most effective way of teaching and learning. Around 35% of the educators prefer creative teaching approach for future. However 45% of participants support classroom action research method. 45% of participants referred cognitive development and 32% of participants indicated motor development as their major interest in Early Childhood Education System. However, most of the participants are under graduate and pursuing education related post graduation degree for their career.

Identified Needs	Implementing more Cognitive Development practices in teaching approach
Training goals	Increase the ability of educators to interpret children’s behaviour and their needs Ensure the educators are implementing teaching process most efficiently
Training objectives	To develop interpretation power To increase the ability of identification of children’s needs To increase the ability of implementing best teaching methods
Delivery methods	Power Point Presentation, Survey based exams
Resource needed	Projector, power point software, survey generators, conference room
Dates and times	Alternate week training Weekly feedback Monthly examination
Costs	800$

After publishing the planned training method a feedback session has been conducted through form based approach. The feedback form is presented below:

What is your name?

What is tour job role?

What is the most beneficial factor of this training?

How this training does help to your job role?

What improvement do you suggest for better outcomes?

What suggestion do you have for further training?

From the above mentioned feedback report it can be analysed that there are some opportunity to improve the training plan for implementation of Cognitive Development practices in teaching (Webster?Stratton, Jamila Reid and Stoolmiller 2012). As a result teacher are oftent found to be implementing mor cognitive development process in  their teaching style. However, as per the report of monitoring the teaching styles still lacks implementation of language development and nonverbal communication development. In training processpowerpoint presentation method has been used as most fitted delivery model. Most of the educators have voiced that there should be more training methods in training session. The training plan need to be lengthier and starched. The training plan should include different progression analysing method instead of relying on examination. Lack of involvement in leadership style is another concern for most of the educators.

Identified Needs	Implementing more Cognitive Development practices in teaching approach and how it can be evolved in future
Training goals	Increase the ability of educators to interpret children’s behaviour and their needs Ensure the educators are implementing teaching process most efficiently
Training objectives	To develop interpretation power To increase the ability of identification of children’s needs To increase the ability of implementing best teaching methods
Delivery methods	Power Point Presentation and written fact sheets for training  Survey based exams, On job monitoring, dynamic and situational leadership,
Resource needed	Projector, power point software, survey generators, conference room
Dates and times	Monthly training Alternative week feedback Alternative month  examination
Costs	1200$

Developing the training plan and making appropriate changes

Documentation after each training session and after each feedback session is highly essential (Kutcher et al. 2013). Additionally, the progressive report of the educators will be documented. All of the documentation process will preserve the data protection regulations within the workplace. Both soft copy and hard copy of the documentation will be preserved for future development. However in appropriate situation the progression report of individual will be disclosed to the respective individuals (Chen and Chang, 2016).

Conclusion

From the above context it can be said that, the feedback of every participants are very important in order to create the most effective training program for Implementing more Cognitive Development practices in teaching approach. The transparent communication and true interpretation is the only key to be successful in this training plan. From the above discussion it can be also identified that proper documentation after each training session and after each feedback session is highly essential. On the other hand, preservation of data and information collected from the various surveys is equally important for making the successful training plan for the educators of Early Childhood Education. From the discussed text it can stated that the collaborative work culture and equal participation of all teaching stuffs can lead the training plan towards the success.

Reference:

Chen, J.Q. and Chang, C., 2016. Testing the” Whole Teacher” Approach to Professional Development: A Study of Enhancing Early Childhood Teachers’ Technology Proficiency. Early Childhood Research & Practice, 8(1), p.n1.

Greytak, E.A., Kosciw, J.G. and Boesen, M.J., 2013. Educating the educator: Creating supportive school personnel through professional development. Journal of School Violence, 12(1), pp.80-97.

Hemmeter, M.L., Fox, L., Jack, S. and Broyles, L., 2016. A program-wide model of positive behavior support in early childhood settings. Journal of Early Intervention, 29(4), pp.337-355.

Kutcher, S. and Wei, Y., 2013. Challenges and solutions in the implementation of the school-based pathway to care model: the lessons from Nova Scotia and beyond. Canadian Journal of School Psychology, 28(1), pp.90-102.

Kutcher, S., Wei, Y., McLuckie, A. and Bullock, L., 2013. Educator mental health literacy: a programme evaluation of the teacher training education on the mental health & high school curriculum guide. Advances in school mental health promotion, 6(2), pp.83-93.

Pallisera, M., Fullana, J., Palaudarias, J.M. and Badosa, M., 2013. Personal and professional development (or use of self) in social educator training. An experience based on reflective learning. Social Work Education, 32(5), pp.576-589.

Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D. and Barbarin, O., 2005. Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions?. Applied developmental science, 9(3), pp.144-159.

Saracho, O.N. and Spodek, B., 2017. Early childhood teachers’ preparation and the quality of program outcomes. Early Child Development and Care, 177(1), pp.71-91.

Webb, E.M., Phuong, J.S. and Naeger, D.M., 2015. Does educator training or experience affect the quality of multiple-choice questions?. Academic radiology, 22(10), pp.1317-1322.

Webster?Stratton, C., Jamila Reid, M. and Stoolmiller, M., 2012. Preventing conduct problems and improving school readiness: evaluation of the incredible years teacher and child training programs in high?risk schools. Journal of child psychology and psychiatry, 49(5), pp.471-488.