Area of Investigation

Researchers at the University of Sydney, Australia asked early childhood educators (ECEs) and their directors for their perspectives on participating in a modified Learning Language and Loving It™ Program through interviews and focus groups.

Participants

A total of 44 educators from nine centres participated in a modified Learning Language and Loving It Program. Six early childhood educators and four early childhood centre directors agreed to participate in post-program data collection. 

Program modifications

• The educators in this study participated in a modified eight-week program that included five 2.5-hour group workshops and three video feedback sessions.
• No emergent literacy content was included, which is typically part of a complete Learning Language and Loving It Program.
  
  

Results & Key Findings

Result #1: Participants reported gaining new knowledge about communication development, leading to changes in their daily practices and increased confidence in supporting children’s communication development. 

Result #2: Individual and environmental variables – such as educator English language proficiency and the realities of child care ratios –  appeared to affect consistent implementation of program strategies.

Result #3: Directors were generally satisfied with the training schedule, but some participants felt that fatigue and rushing to after-work training affected their program participation.

Result #4: Educators reported enhanced teamwork and collaboration with each other and with the Speech-Language Therapist/Pathologist (SLT/P). Collaboration was further enhanced when centre directors and front-line educators received the training together.