Content Analysis of Professional Development Materials

Content Analysis of Professional Development Materials

 Problem Statement

In line with the education policy, it is a prerequisite for early child educators understand child development and education issues and provide rich, quality experiences for children and families (Byington & Tannock, 2011). Professional development of childcare providers and early childhood teachers provides the potential to enhance improvement in child education. This requires quality content in training resources such as reference materials, distance learning courses, and reflection tools. However, many institutions lack quality materials for adequate training of personnel. This affects the ability of early childhood development agencies to sustain adequate training and support of workforce. This research, therefore, seeks to determine the content gap, in the professional development materials for early childhood development.

Action Plan

Action Procedure

What Will Be Done?


Who Will Do It?


By When? (Day/Month)


$1A.       Resources Needed (financial, human, political & other)

Step 1: Preparation of Data Collection Tools.


Researcher and Assistant


  • Computer, research assistant, money
Step 2: Review of Professional Materials.


Step 3: Analysis of Findings.


Step 4: Report Preparation.



Data Collection and Analysis

The procedure begins with a random collection of early childhood education materials for professional development. The process will select materials from various disciplines. Data collection involves both quantitative and qualitative data. It involves a word count of significant words in the training of childhood educators. In addition, the process involves comparison of the syllabus coverage against the curriculum specification. Content analysis involves conducting a word frequency count (Stemler, 2001). The process also involves conducting a synonym count to correct for underestimation. The key word frequency count technique will use coding and categorization of data. The codes include groups of words with similar connotations.


The research process will conclude with the preparation and presentation of a report of the data analysis findings. The presentation of the report will highlight crucial findings and recommendations for the improvement of the quality of professional development materials for early childhood educators, in the organization.


Byington, T. & Tannock, M. (2011). “Professional Development Needs and Interests of Early Childhood Education Trainers”. Early Childhood Research & Practice, 13(2)

Stemler, S. (2001). “An Overview of Content Analysis”. Practical Assessment, Research & Evaluation, 7(17).

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