Formal peer-mediated strategies go a step further, when a teacher intent- ionally pairs children. A teacher typically identifies a peer who possesses a desired (target) skill and works with that child to show him or her how to support a child who has yet to develop the skill.
• First, the teacher coaches the more accomplished peer on how to interact with the target child in a supportive manner, typically through role playing.
• The teacher then structures situations in which the peer
“mentor” and the child
developing the skill can play or work together utilizing the target skill.
For example, Matthew may have difficulty entering peer group play situations. He often resorts to disrupting the group or aggressive behavior when his attempts to join are rebuffed. The teacher may coach Tarin, a socially-skilled child who is frequently a part of the group Matthew tries to join, to prompt Matthew to use appropriate words to request participation or materials. The teacher role-plays (practices) with Tarin the specific prompts he might use. In turn, Matthew is prompted to use more appropriate interaction strategies. The teacher provides Tarin with statements he can use with Matthew to positively reinforce his use of the target skill(s).
Just as learners have choices about whether or not to engage in an instructional interaction, more accomplished peers must also be given
choices about their involvement as mentors with other children.
Monitor Children’s Progress
Effectively individualizing instruction is a cycle that involves knowing individual children, knowing effective instructional strategies, and deter- mining whether or not the choices made resulted in child learning. The final step in this cycle of individualized instruction—monitoring and docu- menting children’s progress—is just as important as knowing the best strategy to use (Pretti-Frontczak &
Bricker, 2004).
Without this step, the capacity of teachers to meaningfully affect children’s learning is minimized and time is wasted. Determining whether
or not instruction is effective must be an evidence-based process in which children’s learning is documented. To accomplish this:
• First give a strategy time to work—most meaningful learning does not occur overnight.
• Then, determine the best way to collect and use evidence of children’s learning.
Identify the target skill or behavior in order to keep track of children’s developmental or academic progress.
Choose a method of recording ob- servations that can be incorporated into daily routines and activities.
Focused observation helps teachers plan and implement meaningful curriculum and teaching strategies.
Table 3 outlines some ways to Table 3: Observation Techniques to Document Children’s Learning
1. Observe and record children’s behavior at specific times of the day or week.
Choose a time during which the target child is likely to use a skill or behavior AND when enough adults are present.
2. Make quick checks throughout the day. If the skill or behavior is something that occurs fairly often, a relatively easy way to monitor progress is to pick a standard time (perhaps every hour) and record whether or not the behavior oc- curred at that time. While this does not yield detailed information, it indicates how often the behavior occurred.
3. Use found objects to help keep track. Use objects (in multiple pockets of an apron, for example) to help keep track of children’s behavior. Claire is trying to keep track of how often Shoshanna initiates an interaction with a peer during 90-minute center time. Every time she sees Shoshanna initiate an interaction, she moves a small block (or other object) from one pocket to another. At the end of the day, she counts the number of blocks and records the number of initia- tions observed.
4. Record the level of help a child requires. For some children who have disabil- ities or special needs, it takes a long time to achieve a goal. Break down a task into smaller steps and document those steps to check for progress. Or track the amount of help a child needs to be successful. With Shoshanna, at first she might need very direct verbal prompts to approach another child (Claire asks Shoshanna to say, “Ashley will you play with me?”). After a while though, the teacher might just have to say “Shoshanna, what do you want Ashley to do?” in order to help Shoshanna approach Ashley. Finally, Claire might just need to ges- ture (point a finger at Ashley) in order to help Shoshanna know what to do.
While Shoshanna still is not initiating interactions independently, she is certainly learning and making important progress toward that goal.
Pay attention to what children do and say.
How can early childhood educators overcome barriers of access and convenience to obtain high-quality professional development online? Before enrolling in any program, explore the options reviewed here.
Online Professional Development:
Choices for Early Childhood Educators
Heather Olsen, Ana J. Donaldson, and Susan D. Hudson More than 6 in 10 children in the United States now are
cared for regularly by someone other than their parents (National Association for Child Care Resource and Referral Agencies [NACCRRA], 2006). Early childhood educators are responsible for providing young children with the best possible early care and education.
Professional development has a positive effect on the quality of care young children receive. Research on child care workers’ education has shown that professional preparation makes a significant impact on children’s cognitive and emotional development (National Association for the Education of Young Children [NAEYC], 2005; NACCRRA, 2006). Therefore, the need for high-quality early childhood professional development has expanded across the United States.
Although 97% of all states mandate some type of annual in-service work (Smith, 2006), many early childhood professionals face significant barriers as they seek to improve their knowledge and practices. These barriers include
• lack of money,
• accessibility,
• scheduling problems,
• institutional racism,
• language/communication, and
• literacy expectations (Ackerman, 2004; Bailey &
Osborne, 1994; NAEYC, 2005; Smith, 2006).
An increasing number of early childhood professionals engage in professional development online (Olsen, 2007).
This article explores issues regarding online delivery of professional development. The discussion is intended to
help early childhood professionals work through some of the possible training barriers and decide whether or not the online learning environment is a viable option.
Online Professional Development
In the 1990s, online professional development courses were seen as a model for delivering learning experiences to early childhood educators who often cannot afford to leave their jobs, homes, or families to travel to distant programs (Hyatt, 1992; Rowland, Rule, & Decker, 1996). The expanded availability of the Internet continues to create new avenues for professional development programs.
Heather Olsen, Ed.D., is Assistant Professor, University of Northern Iowa, Cedar Falls. She has developed and is the lead instructor for online training programs for the National Pro- gram for Playground Safety. Her research interests include online professional development, e-learning, and
outdoor play.
Ana J. Donaldson, Ed.D., is Associate Professor, University of Northern Iowa. She is the coordinator of the Instructional Technology Division and lead instructor for the Performance and Training Technology Center at the University of Northern Iowa. Her research interests include performance and training and learner-centered teaching approaches with emphasis on collaboration, communication, and interaction in the online environment.
Susan D. Hudson, Ph.D., is Professor, University of Northern Iowa. She holds one of three endowed
professorships in the United States in the area of Leisure and Youth Services. Hudson has a distinguished record of teaching, research, and service in the profession.
Online education can offer con- venience to students while saving time and expense for instructors, who no longer have to travel to remote sites to teach.
Online programs are professional development tools in which the curriculum is delivered electronically via the Internet to learners who are connected to one another and the instructor through computers. The words online education, distance education, E-learning, and distance learning are terms that are commonly used to describe this method of preservice and in-service education.
The early child care and education profession is increasingly using tech- nology as an educational tool with both adults and children. More early childhood centers are encouraging educators to integrate technology into their classrooms so that children learn to use computers. Educators and families share responsibility to ensure that children are equipped with the necessary tools for success in a technology-based society (Southern Early Childhood Association, 2008).
Early childhood educators who have personal computer experiences are more comfortable and confident
in working with children who use technology. Enrolling in online pro- fessional development is an oppor- tunity to better prepare teachers to integrate technology in their early childhood classrooms, as well as im- prove other teaching practices.
Advantages of Online Professional Development
Early childhood educators consider online professional development to advance their careers for many reasons. Online professional develop- ment courses enable early childhood educators to study on their own time and at the place of their choice. Those
who choose online professional dev- elopment courses have the freedom to decide when they want to engage in classes or workshops. Many learning opportunities are offered in a self- paced learning environment.
Early educators who are online can have access to knowledgeable in- structors, regardless of their location.
Online education offers freedom, convenience, and the ability to connect with colleagues all over the world (Bates, 2005). Online pro- fessional development programs re- duce travel time and costs associated with traditional instruction for both students and leaders.
Subjects & Predicates
The early child care and education profession is increasingly using technology as an educational tool with both adults and children. More early childhood centers are en- couraging educators to integrate technology into their classrooms so that children learn to use technology. Educators and families share responsibility to ensure that children are equipped with the necessary tools for success in a technology-based society.
Online Professional Development—What Is It?
Online programs are professional development tools in which the curriculum is delivered
electronically via the Internet to learners who are connected to one another and the instructor through computers. The words online education, distance educa- tion, E-learning, and distance learning are terms that are com- monly used to describe this method of preservice and in-ser- vice education.
Through the Internet, child care professionals have opportunities to collaborate with diverse colleagues, teachers, and scholars. The online learning environment offers early childhood educators an opportunity to create a community where they can share ideas and exchange information (Donohue, Fox, & Torrence, 2007).
Imagine how thought-provoking on- line conversations can be with early childhood educators from other states, regions, or countries! At the same time, some learners in the online environment feel more comfortable sharing ideas or challenging the in- structor’s or other students’ thoughts because of the relative anonymity of the class.
How to Select Online Learning
As with all professional develop- ment opportunities, early childhood educators are urged to carefully choose the professional development courses that best meet their needs and state or program requirements.
First, people considering online learning are urged to assess their own cognitive and psychological readiness before they enroll in an online class. It is not easy to be an online learner.
Participants must be self-disciplined and active learners to succeed in the online learning environment. These are a few characteristics of successful online learners:
• have a high commitment and drive,
• are willing to communicate, and
• are engaged in their learning (Donohue, Fox, & Torrence, 2007; Herring & Smaldino, 2005; Moore & Kearsley, 2005).
Educators who feel that they are suited to online learning must then determine that the online courses are being offered by a reputable, reliable organization or agency. Early child- hood educators are advised only to take courses that offer a certificate or diploma recognized by a professional association. For example, many state child care agencies endorse specific professional development programs.
Online courses should follow these state requirements.
Early childhood educators are encouraged to ask other colleagues, professional associations, or resource and referral agencies about the quality of online courses they are considering.
The content of any course should
• be research based,
• recommend best practices,
• provide up-to-date information, and
• fit educators’ needs and interests.
For instance, a teacher of toddlers who wants to learn more about early math and science explorations would review the online course syllabus to determine whether or not the content is age appropriate for toddlers.
Choosing to Become an Online Learner
The big question most early childhood educators face is “Are online courses the best choice for me?” A recent study (Olsen, 2007) looked at factors to consider before enrolling in an online course. Early childhood educators who had online
course experience identified four factors that are essential:
• access to personal computer with Internet capabilities,
• course quality,
• accessibility of the instructor, and
• networking opportunities.
Based on these findings, Table 1 lists questions to ask oneself when considering enrolling in an online professional development program.
Personal Computer With Internet Capabilities
Online professional development is only possible with access to a computer that has Internet cap- abilities. Local libraries and some early childhood programs may have the necessary equipment and connections for those who do not have personal Disciplined, active learners
can succeed in online learning.
Photo courtesy of the authors
Any online professional development course must be relevant to the learner’s career goals and professional requirements. Course con- tent should be directly linked to
current, high-quality early childhood programs and state requirements.
computers. Find out what options are available.
Potential online learners also need to know what types of software (computer programs) are needed to access the course. Well-prepared instructors have guidelines and handouts that explain types of software or programs to install on the computer. Many software programs have Web sites for further information.
Technical problems frustrate learners, so find out what to do if there are issues with the equipment or connections. Write down on paper how to communicate with the in- structor if the computer or network is down. If an instructor cannot answer technical questions, consider in- vestigating another course or find an additional outside resource.
Course Quality
Any online professional develop- ment course must be relevant to the learner’s career goals and professional requirements. Course content should be directly linked to the professional knowledge base about current, high- quality early childhood programs and state requirements.
Check out how each online course is organized. Is it clear what the course has to offer? Learning objectives should be clearly written. Prospective learners deserve to know how the course will be organized and how information will be delivered. Know exactly what is expected before the course begins (Shea-Schultz & Fogarty, 2002).
Accessible Instructors
The best instructors are available to answer questions, provide additional information, and enhance the learn- ing experience for all participants.
Factors Re- lated to Suc- cess
Questions to Ask Yes/No
Computer Capabilities & Internet Attitudes
1. Do I feel comfortable using a computer and the Internet?
2. Do I feel comfortable downloading a program?
3. Does the instructor inform learners about the software needed and what happens if the network is down?
Course Quality
4. Am I an active learner?
5. Am I self-disciplined enough to read and turn in assignments on time?
6. Does the course provide college credit,
certificates of completion, CEUs, or other credit that applies to my state or program
requirements?
7. Does the instructor communicate learning objectives for the course?
Accessible Instructor
8. Am I willing to ask if the instructor is available to answer questions?
9. Is it easy for me to contact the instructor with questions?
10. Will the instructor answer my questions?
Networking Opportunities
11. Am I willing to ask the instructor if the course requires networking opportunities?
12. Am I willing to listen, think about, and learn from what my colleagues write?
13. Does the instructor create a safe environment for us to communicate?
What the answers mean
• Yes answers to 11 or more of these questions indicate that online learning is likely to be a suitable choice.
• Yes answers to 8 to 10 questions indicate that personal preparation may be required before enrolling or extra effort may be required to participate. Another type of program may be a better match.
• Yes answers to 5 to 7 questions indicate that additional skills are needed before online learning could be a successful experience.
• Yes answers to fewer than 5 of these questions reveal that a traditional classroom is probably a better choice.
Table 1. Questions to ask oneself about whether online professional development is a good fit
Find out how often, and when, in- structors are available. Online course instructors should fulfill the same roles—as teacher, leader, facilitator, lecturer, moderator, and consultant—
that they assume in successful traditional courses. For instance, if reminders for assignments are helpful, ask the instructor if reminders can be sent.
Online instructors are responsible for organizing and creating course activities and stimulating discussions (Schweizer, 1999). They must also manage the course, which includes facilitating conversations, posing thought-provoking questions about appropriate content, and responding to student comments.
Networking Opportunities
Networking with colleagues enables early childhood educators to share their success stories and glean best-practice ideas from each other. Kearsley (2005) pro-posed that “the most important role of the instructors in online classes is to ensure a high degree of in- teractivity and participation. This means designing and conducting learning activities that result in en- gagement with the subject matter and with fellow students” (p. 78).
Before signing up, find out how the course will allow for networking with other students. Ask for demo- graphic information about typical students who take the course. By networking and collaborating with colleagues, learners gather new ideas that may extend their experiences (Wang & Gearhart, 2006). In an
online learning environment, early childhood educators can collaborate and encourage new practices and techniques with professionals any- where in the world.
An engaging learning environment includes meaningful communication and discussion of real-life situations (Conrad & Donaldson, 2004). Ask the instructor what types of commun- ication will be implemented in the course with the instructor as well as among students. Networking strategies that online instructors typically use include:
• online icebreakers,
• peer partnerships,
• team activities,
• reflective activities,
• authentic learning opportunities, and
• games and simulations
(Conrad & Donaldson, 2004).
* * *
Online learners are people who, because of time, place, or other factors, choose to pursue their professional development through the Internet. Early childhood educators Collaborate with
professionals anywhere in the world.
Subjects & Predicates
Instructors of the best online courses are available to answer questions, provide additional information, and enhance the learning experience for all participants. Online course instructors should fulfill the same roles—
as teacher, leader, facilitator, lecturer, moderator, and consultant—that they assume in successful traditional courses.
who chose online professional development must be internally motivated to have a successful learning experience. Just as the instructor must take responsibility for learning about the students in the class, learners in the online en- vironment must assume ownership for their learning experiences (Macfarlane & Smaldino, 1997).
Professional development learning opportunities are expanding rapidly across the country. The number of children in child care, the advocacy for continuing education by pro- fessional organizations and govern- mental agencies, and the demand for early childhood expertise will con- tinue to grow. Access to technology has made professional development much easier to access and more cost- effective for early childhood edu- cators. By knowing what to expect ahead of time, early childhood edu- cators can make better choices about their professional development.
References
Ackerman, D.J. (2004). States efforts in im- proving the qualifications of early care and education teachers. Educational Pol- icy, 18(2), 311-337.
Bailey, S., & Osborne, S. (1994). Provider perspectives on the content and delivery of training for family day care. Child and Youth Care Forum, 23(5), 329-338.
Bates, T. (2005). Technology, e-learning and distance education (2nd ed.). New York:
Routledge.
Conrad, R.M., & Donaldson, J.A. (2004).
Engaging the online learner: Activities and resources for creative instruction. San Fran- cisco: Jossey-Bass.
Donohue, C., Fox, S., & Torrence, D.
(2007). Early childhood educators as eLearners: Engaging approaches to teaching and learning online. Young Children, 62(1), 34-40.
Herring, M.C., & Smaldino, S.E. (2005).
Planning for interactive distance educa- tion: A handbook. Bloomington, IN: As-
sociation for Educational Communica- tions and Technology.
Hyatt, S. (1992). Developing and managing a multi-modal distance learning program in the two-year college. (ERIC Docu- ment Reproduction Service No.
ED349068).
Kearsley, G. (2005). Online learning: Per- sonal reflections on the transformation of education. Englewood Cliffs, NJ: Educa- tional Technology Publications.
Macfarlane, C., & Smaldino, S. (1997). The electronic classroom at a distance. In R.
Rittenhourse & D. Spillers (Eds.), Mod- ernizing the curriculum: The electronic classroom (pp. 171-195). Springfield, MO: Charles Thomas.
Moore, M.G., & Kearsley, G. (2005). Dis- tance education: A systems view (2nd ed.).
Belmont, CA: Thomson/Wadsworth.
National Association for Child Care Re- source and Referral Agencies. (2006).
Public Policy at NACCRRA. Retrieved on October 1, 2006, from
http://www.naccrra.org/policy/
index.php
National Association for the Education of Young Children. (2005). NAEYC annual report: September 1, 2004-August 31, 2005. Retrieved July 22, 2006, from http://www.naeyc.org/about/
Olsen, H. (2007). Considerations for delivery of online professional development courses for child care professionals. Unpublished dissertation. University of Northern Iowa.
Rowland, C., Rule, S., & Decker, D.
(1996). The promise and practical appli- cation of technology to prepare early in- tervention personnel. Infants and Young Children, 12(12), 225-238.
Schweizer, H. (1999). Designing and teach- ing an on-line course: Spinning your web classroom. Boston: Allyn & Bacon.
Shea-Schultz, H., & Fogarty, J. (2002). On- line learning today: Strategies that work.
San Francisco, CA: Berrett-Koehler.
Smith, L. (2006).Vision in action: NAC- CRRA’s 2006 institute for professional de- velopment. Paper presented at the National Association for Childcare Re- source and Referral 2006 Conference.
Retrieved September 10, 2006, from http://www.naccrra.org/conferences/pro- gram.php?Page=3
Southern Early Childhood Association.
(2008). Supporting learning with technol- ogy in the early childhood classroom. A po- sition statement of the Southern Early Childhood Association. Retrieved April 17, 2008, from
http://www.southernearlychildhood.org/
policy_position.php
Wang, H., & Gearhart, D.L. (2006). De- signing and developing web-based instruc- tion. Upper Saddle River, NJ:
Pearson/Merrill/Prentice Hall.
Thank You, Reviewers!
SECA expresses its appreciation to these content experts who
reveiwed the articles that appear in this issue of Dimensions of Early Childhood.
• Nancy Alexander
• Nancy Cheshire
• Cheryl D. Coffman
• E. Anne Eddowes
• Jaesook Lee Gilbert
• Stephen Graves
• Herman Knopf
• Ann Levy
• Nancy Mundorf
• Stacey Neuharth-Pritchett
• Yanhui Pang
• Boyoung Park
• Tamara Sewell
• Syretha Storey
• Reginald Williams
Early childhood professionals who are interested in becoming SECA volunteer manuscript reviewers are encouraged to complete the Reviewer Application at SouthernEarlyChildhood.org.
Put These Ideas Into Practice!
Online Professional Development:
Choices for Early Childhood Educators
Heather Olsen, Ana J. Donaldson, and Susan D. Hudson
Note: Dimensions of Early Childhood readers are encouraged to copy this material for early childhood students as well as teachers of young children as a professional development tool.
Selected online professional development courses
• Center for Early Childhood Professional Development & Leadership, University of Wisconsin-Milwaukee, http://sce-earlychildhood.uwm.edu
• Center for the Child Care Workforce, www.ccw.org
• Early Childhood Education, Northampton Community College, www.northampton.edu
• Early Childhood Education, Penn Foster, www.pennfoster.edu
• National Program for Playground Safety, University of Northern Iowa, www.playgroundsafety.org
• The Care Courses School, www.carecourses.com Online Professional Development—What Is It?
Online programs are professional development tools in which the curriculum is delivered electronically via the Internet to learners who are connected to one another and the instructor through computers. The words online education, distance education, E-learning, and distance learning are terms that are commonly used to describe this method of preservice and in-service education.
Advantages of online professional development
• career advancement
• study at time and place of choice
• self-paced learning environment
• access to knowledgeable instructors
• reduce travel time and costs
• collaborate with diverse colleagues, teachers, and scholars
• community to share ideas and exchange information
Characteristics of successful online learners
• high commitment and drive (self-motivated)
• willing to communicate
• engaged in their learning
Four factors that are essential for participating in online learning
• access to personal computer with Internet capabilities
• course quality
• accessibility of the instructor
• networking opportunities
The content of any course should
• be research based
• recommend best practices
• provide up-to-date information
• fit educators’ needs and interests
