Franziska Egert|Ruben Fukkink|Andrea G. Eckhardt
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis
Institute of Early Childhood Research|Bayer (Germany)|Amsterdam University of Applied Sciences|University of Amsterdam|Zittau/Görlitz University of Applied Sciences
high pedagogical quality early childhood education care ecec related developmental outcomes young children review summarizes findings quasiexperimental studies evaluated inservice training effects ecec professionals external quality ratings child development aggregation findings teacher level including 36 studies 2891 teachers revealed medium inservice training effect process quality effect size es 068 se 007 p lt 001 furthermore subset nine studies including 486 teachers 4504 children provided data quality ratings child development analyzed showed small effect child level es 014 se 002 p lt 001 medium effect corresponding classroom level es 045 se 011 p lt 001 variance effect sizes child level significantly related inservice effects quality ratings 53 explained variance results show quality improvement key mechanism accelerate development young children