Deding, Jesper (2024) Improving Child Outcomes and Quality in Early Childhood Education and Care Through Implementation of Professional Development: A Systematic Literature Review. Master thesis, Pedagogical and Educational Sciences.
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Abstract
This thesis delves into the evolving landscape of Early Childhood Education and Care (abbreviated as ECEC onwards), underlining its increasing importance in contemporary society. It meticulously examines the multifaceted dimensions of quality within ECEC, and how it impacts children, with a particular emphasis on the pivotal role of staff education and training. Additionally, it explores various measurement methods and tools used to evaluate ECEC quality, ultimately framing the thesis's focus on enhancing ECEC quality through comprehensive professional development (abbreviated as PD onwards) initiatives. Through a systematic literature review of meta-analytical studies and systematic reviews on the topic, this thesis will analyze the characteristics and effects of professional development of ECEC staff, both pre-service and in-service. Through data extraction and cross-sectional analyses, the thesis aimed to uncover patterns and differences in findings, ultimately informing effective PD strategies in ECEC. Results show promising effects of In-service professional development through evidence-based practices, like coaching and mentoring, to improve educator practices and benefit children's outcomes. Pre-service PD highlights varying, but positive, associations between educator qualifications and child outcomes, urging policy interventions to improve staff education programs and improve ECEC quality. However, global context and intended outcomes hinder generalizability. Additionally, promising strategies still depends on factors such as duration, intensity, and outcome alignment. Tailored, specifically targeted and collaborative PD interventions- and measures, adaptable to diverse contexts in ECEC, are recommended. PD interventions show promise in enhancing ECEC practices and child outcomes, with some pre- and in-service attainments and elements showing more effect than others. Hence, further research is needed to refine approaches and clarify distinctions and variety in effects. Keywords: Early Childhood Education and Care (ECEC), Professional Development (PD), Structural Quality, Process Quality, Child Outcomes, Pre-service qualification, In-service Training- and Education, Systematic Literature Review.
| Item Type: | Thesis (Master) |
|---|---|
| Supervisor name: | Minnaert, A.E.M.G. |
| Degree programme: | Pedagogical and Educational Sciences |
| Differentiation route: | Youth 0-21, Society and Policy [Master Pedagogical and Educational Sciences] |
| Date Deposited: | 19 Jun 2024 12:10 |
| Last Modified: | 19 Jun 2024 12:10 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/3427 |
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