Developing a Low-Resource, Evidence-Based Early Years Professional Development Programme Using Self-Assessment

Journal article

Early language and communication skills are critical for children’s development and early years educators are well-placed to support children’s learning; however, many early years educators receive little training to support the development of these skills. While professional development programmes offer a potential solution, existing programmes have yielded mixed findings, and little is known about why this is the case since most programmes do not describe their intended mechanisms of change. Moreover, most programmes require abundant resources, leading to limited sustainability and scalability. This paper presents a theoretical framework for a low-resource professional development programme aimed at enhancing educators’ abilities to support preschool children’s language and communication skills. We identify core characteristics (sustained, multi-format, flexible, context-sensitive, focused) and active components (coaching, practice, feedback, reflection, goal setting, modelling, group engagement) of effective professional development programmes, which we use to inform the programme design. The proposed programme integrates three main components: (1) LangQuest, a free, downloadable self-assessment tool designed to help educators reflect on their language-supporting strategies, (2) an online course that promotes meaningful use of the LangQuest and builds educators’ knowledge of how and when to use different pedagogical strategies, and (3) Learning Circles, a form of professional learning communities to promote social learning. We envision that this programme will enhance educators’ procedural knowledge of language-supporting strategies and improve teacher-child interactions, ultimately fostering children’s language and communication skills. By identifying features of effective early years programmes, the paper provides a practical roadmap to those interested in developing PD programmes or integrating the LangQuest into existing programmes.

Authors: Mazhar, A; Sylva, K

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Springer
• Journal: Early Childhood Education Journal
• Volume: 53
• Issue: 8
• Pages: 3011-3021
• Publication date: 2025-02-11
• Acceptance date: 2025-01-20
• DOI: 10.1007/s10643-025-01863-5
• EISSN: 1573-1707
• ISSN: 1082-3301
• Language: English
• Keywords: Language; Theoretical framework; Self-assessment; Early childhood; Professional development; LangQuest