The impact of Child Development Associate training on the beliefs and practices of preschool teachers

This study examined the impact of Child Development Associate (CDA) training on the beliefs and practices of early childhood teachers who did not have college degrees or early childhood college coursework. Preschool teachers who were enrolled in CDA classes ( n = 76) and a comparison group of teache...

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Bibliographic Details
Published in:Early childhood research quarterly 2011, Vol.26 (2), p.227-236
Main Authors: Heisner, Mary Jane, Lederberg, Amy R.
Format: Article
Language:English
Subjects:
Beliefs
CDA
Child Development
Child Development Associate
Classrooms
Developmentally Appropriate Practices
Early childhood education
Early childhood professional development
Early childhood teacher training
Multivariate analysis
Outcomes of Education
Preschool Teachers
Preschools
Teacher beliefs
Teachers
Teaching Methods
Training
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Summary:This study examined the impact of Child Development Associate (CDA) training on the beliefs and practices of early childhood teachers who did not have college degrees or early childhood college coursework. Preschool teachers who were enrolled in CDA classes ( n = 76) and a comparison group of teachers ( n = 50) completed two surveys of beliefs and practices. Repeated measures Multivariate Analyses of Variance indicated that the CDA training teachers decreased the amount they endorsed beliefs and practices that contrast with Developmentally Appropriate Practice over time more than the comparison teachers. Results suggest that CDA training can be an effective means of increasing the developmentally appropriateness of beliefs and self-reported practices of early childhood teachers, which past research suggests will ultimately impact classroom quality.
ISSN:0885-2006
1873-7706
DOI:10.1016/j.ecresq.2010.09.003