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Early childhood educator and director experiences of speech pathology-led professional development: A qualitative study
Journal article   Open access   Peer reviewed

Early childhood educator and director experiences of speech pathology-led professional development: A qualitative study

Sera Nur Birro, Heather Faulkner, Alison Britton, Emma Campbell, Fiona Aghajanian, Alicia Horesh, Vanessa Lau, Natalie Munro, Patricia Mccabe and Sarah Masso
Child language teaching and therapy, Vol.40(2), pp.103-119
06/2024
DOI: https://doi.org/10.1177/02656590241232592
Appears in  Recent Faculty of Health Publications
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Published (Version of record)CC BY V4.0,  Open Access
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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

Abstract

early childhood education interprofessional professional development language development thematic analysis
Background: Quality early childhood interactions, especially quality adult-child interactions, are known to form the foundation of future skills associated with social, academic and communicative development. Speech-language therapists (SLTs) can engage with educators in professional development to improve communication environments for children. Understanding the perspectives of early childhood directors and educators in relation to the feasibility, sustainability and impact of professional development is needed. Aim(s): This study investigated the experiences of early childhood educators and directors who participated in a SLT-led professional development training program. Method: Participants were four directors and six early childhood educators. Directors participated in one focus group; educators participated in individual semi-structured interviews. All participants were female and had between 5 and 38 years of experience. They were interviewed following the completion of an eight-week training program. Verbatim transcripts of the director focus group and educator interviews were thematically analysed using NVivo12. Result(s): Three overarching themes were developed. These were the appropriateness and acceptability of the training, impact and professional engagement with eight subsequent themes also identified. Although participants reported positive experiences participating in the training, several practical and translational challenges were identified. Conclusion: The professional development training implemented by SLTs was influenced by a number of factors that assisted or hindered educator and director experience of the program. The appropriateness, acceptability and feasibility of a professional development (PD) program should carefully consider participants' learning needs and workplace environments.

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