Dr. Michal Perlman

Dr. Michal Perlman

Professor, University of Toronto and Director, Dr. R.G.N. Laidlaw Research Centre, University of Toronto

416-978-0596

Ontario Institute for Studies in Education (OISE)

University of Toronto

252 Bloor Street West
Toronto, Ontario, Canada
M5S 1V6

A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes

Journal article

Ashley Brunsek, Michal Perlman, Evelyn McMullen, Olesya Falenchuk, Brooke Fletcher, Gabriella Nocita, Nellie Kamkar, Prakesh S. Shah
Early Childhood Research Quarterly, vol. 53, Elsevier {BV}, 2020, pp. 217--248
DOI: 10.1016/j.ecresq.2020.03.003
Cite

Cite

APA
Brunsek, A., Perlman, M., McMullen, E., Falenchuk, O., Fletcher, B., Nocita, G., … Shah, P. S. (2020). A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes. Early Childhood Research Quarterly, 53, 217–248.

Chicago/Turabian
Brunsek, Ashley, Michal Perlman, Evelyn McMullen, Olesya Falenchuk, Brooke Fletcher, Gabriella Nocita, Nellie Kamkar, and Prakesh S. Shah. “A Meta-Analysis and Systematic Review of the Associations between Professional Development of Early Childhood Educators and Children's Outcomes.” Early Childhood Research Quarterly 53 (2020): 217–248.

MLA
Brunsek, Ashley, et al. “A Meta-Analysis and Systematic Review of the Associations between Professional Development of Early Childhood Educators and Children's Outcomes.” Early Childhood Research Quarterly, vol. 53, Elsevier {BV}, 2020, pp. 217–48.

Abstract

Professional development (PD) appears to be an important lever for improving practice in Early Childhood Education and Care (ECEC) programs. However, the availability of a large number of PD programs targeting different content areas makes it difficult to know where to invest limited resources. The primary goal of this review is to integrate the evidence on associations between PD programs targeting different content areas and outcomes that are conceptually linked to those content areas among preschool children. Where possible, PD mode of delivery, dose, study design, and author effects were also reviewed. Three electronic databases (Medline, PsycINFO, ERIC), websites of large datasets, and reference sections of all included articles, were searched up to February 5, 2018. Sixty-four studies of 30,209 preschool-aged children from 3327 classrooms in 1568 centers were included in the systematic review and 20 were included in meta-analyses. Over 400 unique child outcome measures were used. We conducted 13 meta-analyses on PD programs that targeted: School Readiness, Social/Emotional Functioning through Interactions, and Language/Literacy. Ten of the 13 meta-analyses were significant (effect sizes ranged from 0.07–0.26). Positive associations were identified when child outcomes aligned with the content of PD programs (e.g., Language/Literacy PD and identifying letters). The systematic review similarly identified more associations when outcomes were related to PD content and for programs that included a coaching component, were shorter, and used author-created outcome measures. Limitations, future research, and policy implications are discussed.

Keywords

Early childhood education and care
Early childhood educators
Professional development
Meta-analysis
Systematic review
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