Training Interaction Skills of Pre-service ECEC Teachers Moving from in-Service to Pre-service Professional Development

Whereas various studies have examined the effects of in-service training, relatively little is known about effective approaches for improving interaction skills among pre-service teachers for early childhood education and care. In this study, the evidence-based in-service Caregiver Interaction Profile training course was implemented in Dutch pre-service teacher training. The pre-service teachers on the program with relatively low scores at the pretest showed a significant growth in relation to four interaction skills: sensitive responsiveness, respect for autonomy, structuring and limit setting, and verbal communication. We discuss these results in the context of effective professional development in early childhood education and care.

The professionalization of the staff in early childhood education and care (ECEC) is high on the agenda in various countries (OECD 2012; Piasta et al. 2012). The interaction skills of early childhood teachers in center-based care form the heart of the pedagogical process quality and contribute to the well-being and development of young children (see Hamre et al. 2014). The results of experimental research into in-service training have shown that there are effective approaches that strengthen important interaction skills among pedagogical staff. However, experimental research in the context of initial pre-service training has so far received little attention, even though this training should lay the foundation for professionals ready to enter the field of ECEC.