The impact of an early childhood professional development intervention on teachers’ reports of pedagogical competence and approaches to socialisation practices
Bibliographic Data
| ID | 21561316 |
|---|---|
| Authors | Tiril Wilhelmsen (0000-0003-4730-0644, University of Oslo, corresponding author), Veslemøy Rydland (0000-0002-2036-3920, University of Oslo), Deborah L Vandell (0000-0003-2373-9783, University of California, Irvine), Ratib Lekhal (0000-0002-3750-4275, BI Norwegian Business School) |
| Year | 2026 |
| Volume | 179 |
| Pages | 105601 |
| Publication date | 2026-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2026.105601 |
| OpenAlex | W7161162927 |
| Language | EN |
| References cited | 43 |
Professional development (PD) programmes aim to ensure high-quality educational practices in early childhood to support children's development. To understand the mechanisms behind improved educational practices, it is necessary to gain knowledge about how teachers experience change following PD programmes. This study examined the impact of a PD programme with coaching – the OEES – on teachers' reports of pedagogical competence, and their approaches to emotion socialisation and scaffolding practices. Multilevel linear mixed models with 308 head teachers and 240 assistant teachers from 56 child-care centres indicated a significantly higher increase in reported pedagogical competence among teachers in the intervention group compared to the control group, particularly among the assistant teachers. Effects on teachers' approaches to emotion socialisation and scaffolding were not found. The results support the coaching model in OEES as effective PD for teachers' competence, and encourage the inclusion of both head and assistant teachers in PD programmes. • We studied the impact of a professional development (PD) intervention with coaching. • Outcomes were teachers' reports of competence, socialisation and scaffolding. • The intervention affected teachers' reports of pedagogical competence positively. • Intervention effects were primarily driven by improvements among assistant teachers. • PD should include both head and assistant teachers in early childhood education
Coaching · Early childhood · Early childhood education · Head start · Professional development · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Family and Disability Support Research
Professional Development in Early Childhood Programs
Early Childhood Teachers as Socializers of Young Children’s Emotional Competence
Parental Meta-Emotion Philosophy
Can Rating Pre-K Programs Predict Children's Learning?
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes
Parental Socialization of Emotion
Teacher perceptions of parent collaboration in multi-ethnic Ecec settings
Children’s temperament moderates the long-term effects of pedagogical practices in Ecec on children’s externalising problems
Teacher-Derived Emotional Socialization Predicts the Development of Emotion Regulation and Knowledge in Preschool Children
Promoting Preschoolers’ Social and Emotional Competencies Through Emotion-Focused Teaching
A Randomized Controlled Trial of an Emotion Socialization Intervention in Norwegian Kindergartens
Patterns of preschool educators' beliefs and practices over the course of a coaching intervention
A comparative analysis of instructional coaching approaches
Promoting classroom quality through professional development
Validation of the Coping with Children’s Negative Emotions Scale Adapted to the Early Childhood Education and Care Context
Improving teacher-child interactions
Language intervention research in early childhood care and education
A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes
Elaborating a model of teacher professional growth
Exploring factors related to preschool teachers’ self-efficacy
Personal and contextual factors associated with growth in preschool teachers' self-efficacy beliefs during a longitudinal professional development study
Parental Contributions to Preschoolers' Understanding of Emotion
Richard A. Fabes, Department of Family & Human Development, Arizona State University, Tempe, AZ 85287-2502 (E-mail
A Course on Effective Teacher-Child Interactions
The differential antecedents of self-efficacy beliefs of novice and experienced teachers
| Citation velocity | historical |
|---|---|
| Highly cited | No |