Preparing Teachers to Work With Linguistically and Culturally Diverse Children
Preparing Teachers to Work With Linguistically and Culturally Diverse Children
Quality early child education and care is an educational policy requirement (Byington & Tannock, 2011). Well trained, well educated professionals are the vital factor for enhancement of high quality early child education and care. It enhances the ability of a professional to create an effective pedagogical environment. The intervention plan seeks to identify inadequacy in the content of early childhood professional development materials. It measures items of education content that reflect the quality of professional education.
Intervention
In general, the findings indicate that the content of professional development is narrow and non-comprehensive. This implies that early childhood educators lack the capacity to deliver quality instructions based on quality training. The main goal of the intervention is to provide stakeholders in curriculum development with an evaluation of professional development. The study performs an assessment of reference materials and provides feedback to early childhood educators, in the form of recommendations for the best professional development materials. Participants are early childhood teachers and policy makers. The communication of interventions is multi perspective and inclusive of all the stakeholders. The intervention also communicates the instructional strategies to curriculum developers.
Data collection comprises items on vocabulary use, leadership development, problem solving, appreciation of child development, development of lesson plans, and ability to elicit ideas from the children. Implementation is a continuous process that records the quality of content of professional materials against the measurement items mentioned. The change management process involves teacher-centered adoption approach to recommendations as communicated through seminar presentation and written reports. The intervention addresses legal issues, validity and reliability, and social responsibility through an open forum with all stakeholders as regards the implications of the study findings. The implementation occurs with the observation of ethical and academic standards. Anticipated difficulties include teacher’s resistance to change and bureaucracies in policy development.
Conclusion
A well trained educator is best able to develop effective work environments. Ongoing professional development sustains the benefits from initial training and allows staff to remain up-to-date with best practices and professional developments, contribute to improved pedagogical quality, and promote early childhood development. Adoption of quality instructional policy and curriculum is cardinal to achievement in quality child education and care.
Reference
Byington, T. & Tannock, M. (2011). “Professional Development Needs and Interests of Early Childhood Education Trainers”. Early Childhood Research & Practice, 13(2).
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