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.

Additional Metadata
Keywords Early childhood education and care (ECEC), Interaction skills, Pre-service training, Professional development
Persistent URL dx.doi.org/10.1007/s10643-019-00928-6, hdl.handle.net/1765/115799
Journal Early Childhood Education Journal
Citation
Fukkink, R. (Ruben), Helmerhorst, K.O.W, Gevers Deynoot-Schaub, M. (Mirjam), & Sluiter, R. (Rosanne). (2019). Training Interaction Skills of Pre-service ECEC Teachers: Moving from in-Service to Pre-service Professional Development. Early Childhood Education Journal. doi:10.1007/s10643-019-00928-6