The Effects of In-Service Training on Caregivers to Promote Language Development in Child Care Centers
Abstract
This exploratory study examines the outcomes of an in-service training program on the speech-language knowledge and skills of childcare providers in center-based environments. Providers at four childcare centers were assigned to one of two groups. Both groups participated in specialized training programs that focused on developmental milestones of speech-language development (birth to five years). One group was also presented with strategies to facilitate the speech-language development of the children they serve. All providers completed pre-post training objective written assessments to determine changes in knowledge as well as their perceptions regarding knowledge. Pre- and post-training videotapes of participants were collected to assess use of language facilitation strategies with the children. The data was coded and analyzed to determine 1) whether the providers demonstrated an increase in frequency and type of strategies following the in-service training and 2) whether there was a difference between the frequency and types of strategies used by participants in between groups. Practice or Policy: Findings indicate that a single-session in-service training program may facilitate an increase in childcare providers’ knowledge and perceptions of knowledge regarding language development. A single session may not, however, be adequate to change providers’ behaviors with the children in their care.
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