Professional development in early childhood setting: Using a constructivism approach Suzanne Manningham, ps. éd., Ph. D. Professor of Psychoeducation Faculty of Education

QUEBEC CANADA Nord-du-Québec Abitibi-Témiscamingue NORTHERN QUEBEC

EDUCATIONAL QUALITY SUPPORT COMMITTEE Reflexion works 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

P RE 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 PROJECTN totalα 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: P AIRED 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 1 Mean (s.d.) Time 2 Mean (s.d.) Comparaison T1 and T2 3,85 (0,63)4,55 (0,69)t = 6,76 **

R ESULTS OF THE P AIRED SAMPLE

RESULTS of the PAIRED SAMPLE ** **p< 0.001

THE QUESTION IS: W HAT HAPPENED BETWEEN P RE 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;Three sessions of 3 hours separated by 1 month; Using the ECERS-R and the experience of the educator;Using the ECERS-R and the experience of the educator; Teaching the links between the items and the children development needs.Teaching the links between the items and the children development needs.

THE REINVESTMENT OF THE NEW PRACTICES 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 chose the most listed items; The committee prepared Questionnaire for the educator;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 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.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