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

QUEBEC

CANADA

Nord-du-Québec

Abitibi-Témiscamingue

NORTHERN QUEBEC

 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

April 2008 to September 2009: Reflexions works

Educational quality

committee

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

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

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 **

RESULTS OF THE PAIRED SAMPLE

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

THE QUESTION IS:WHAT HAPPENED BETWEEN

PRE AND POST OBSERVATION?

THE EDUCATOR TRAINING PROGRAM AND

THE WORK OF EDUCATIONAL QUALITY SUPPORT COMMITTEE

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.

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.

Moved by Quality!

2 ½ to 5 years old

Reinvestment of Educatives Practices Program

Directed by Suzanne Manningham and Judith Lecompte