Pölzl-Stefanec Eva, Barta Mailina, Walter-Laager Catherine
Institute of Education Research and Teacher Education: Early Childhood Education, Research Unit, University of Graz, Graz, Austria.
International Centre for Professionalisation in Early Childhood and Practice, University of Graz, Graz, Austria.
Early Child Educ J. 2023 Apr 15:1-10. doi: 10.1007/s10643-023-01479-7.
In recent years, there has been considerable investment at the European Union level in expanding early childhood education and care (ECEC) facilities. In line with this quantitative substantial initiative, research and social policies are increasingly focusing on the quality of such facilities. High quality depends, among other things, on well-trained early childhood educators. This poses a dilemma for early childhood educators for various reasons; there is a shortage of skilled early childhood professionals, so that low-skilled staff are also being employed in early childhood education facilities. Online formats for professional development can contribute to the professionalisation of the ECEC system through vocational training. Since these formats are designed and produced to high professional and technical standards, they can be cost-effective thanks to their multiple uses and because they can often be completed by participants independent of time and location. This article presents an empirically studied blended e-learning training format based on the principles of co-constructivist didactics. The content focuses on the quality of interaction between early childhood professionals and children. Before and after the training course was completed, standardised non-participant observations were conducted in Austrian, German, Hungarian, Slovenian, Italian, and Portuguese early childhood education and care institutions. The before/after measurements (N = 43) showed a significant effect on the quality of interaction between the early childhood professionals and the children.
近年来，欧盟层面在扩大幼儿教育与保育（ECEC）设施方面投入了大量资金。与这一数量可观的举措相一致，研究和社会政策越来越关注此类设施的质量。高质量在很大程度上取决于训练有素的幼儿教育工作者。由于多种原因，这给幼儿教育工作者带来了两难困境；熟练的幼儿专业人员短缺，以至于低技能员工也受雇于幼儿教育设施。专业发展的在线形式可以通过职业培训促进ECEC系统的专业化。由于这些形式是按照高专业和技术标准设计和制作的，它们可以因其多种用途且参与者通常可以不受时间和地点限制地完成而具有成本效益。本文介绍了一种基于共同建构主义教学法原则的经过实证研究的混合式电子学习培训形式。内容侧重于幼儿专业人员与儿童之间互动的质量。在培训课程结束前后，对奥地利、德国、匈牙利、斯洛文尼亚、意大利和葡萄牙的幼儿教育与保育机构进行了标准化的非参与式观察。前后测量（N = 43）显示对幼儿专业人员与儿童之间互动的质量有显著影响。
