Home / Current Issue / Paper 1711620
Early Childhood Education Administrators' Perspectives on Preschool Teachers? Training Program and Professional Development in Early Childhood Settings
Subject area: Arts, Social Sciences and Humanities · Area of research: Education
DOI: 10.64388/IREV9I4-1711620-4438
Abstract
This research explores the role of early childhood education administrators in preschool teacher training programs and professional development within early childhood settings. As the foundation for lifelong learning, the quality of early childhood education significantly influences children?s cognitive and social development. This research highlights the critical role that effective training and professional development play in equipping preschool teachers with the necessary skills and knowledge to address the diverse needs of young learners. Further, Early childhood administrators collaborate with preschool teachers to create an environment that promotes learning for young children. Through their collaboration with early childhood education teachers, administrators ensure a pedagogical approach that aligns with young learners. Through a survey administered to early childhood education administrators, this research utilised a mixed-method approach to collect both quantitative and qualitative data. The survey examines various aspects, including the qualifications, years of experience, and training programs undertaken by early childhood education administrators as well as teachers. The research was conducted in the Eastern Province of Sri Lanka, with survey participants selected from preschools in the Manmunai Southwest Education/D.S. Division of Batticaloa District, Sri Lanka. It has been determined that several factors are important to consider when conducting a preschool teacher training program. Finally, the research recommends that early childhood education administrators enhance the teachers? training program and the development of professional skills.
Keywords
Early Childhood Administrators. Training Programs and Professional Development, Early Childhood Settings.
References
[1] Abesooriya, L. (2020). A Critical evaluation of the ownership and responsibilities of early childhood care, development and education in Sri Lanka, OUSL Journal, 15(01),101-126. http://doi.org/10.4038/ouslj.v15i1.7478
[2] Aturupane, H., & Little, A. W. (2021). General education in Sri Lanka. In Handbook of Education Systems in South Asia, Springer Nature Singapore Pte Ltd. 2020 Singapore, 1-39. https://doi.org/10.1007/978-981-13-3309-5_18-1
[3] Douglass, A. L. (2019). Leadership for quality early childhood education and care. OECD Education Working Papers, 211, 0_1-31. https://doi.org/10.1787/6e563bae-en
[4] Erke, V. I., Bubnova, I. S., Tatarinova, L. V., Berinskaya, I. V., & Babitskaya, L. A. (2019). The leadership problem and style of managing the pedagogical staff of pre-school educational organization. Revista Espacios, 40(08), 30-38. https://www.revistaespacios.com/a19v40n08/a19v40n08p30
[5] Mukunthan, T. (2021). Preschool, Jeevanathy Kalai Aham. Nelliady. Sri Lanka.
[6] Pathirana, B. D. (2017a). Evolution of early childhood care and development (ECCD) in Sri Lanka: Analysis of the state responsibility. International Journal of Scientific Research in Science and Technology, 3(6), 37-43. https://www.academia.edu/34606166
[7] Regnault A Willgoss T and Barbic S (2018) ‘Towards the use of mixed methods inquiry as best practice in health outcomes research’, Journal of Patient-Reported Outcomes, 2(19):1-4. https://doi.org/10.1186/s41687-018-0043-8
[8] Shyamali, P. A., & Seneviratne, H. A. (2022, November). PRESCHOOL TEACHERS'TURNOVER INTENTIONS IN LEAVING THEIR JOB; A CASE STUDY ON WESTERN PROVINCE, SRI LANKA. In RESEARCH SYMPOSIUM. https://www.researchgate.net/profile/Indrachapa-Gunasekara/publication/365668402_Proceedings_-2022_UoVT_International_Symposium/links/637dbe1454eb5f547cf704c6/Proceedings-2022-UoVT-International-Symposium.pdf#page=310
[9] UNICEF. (2023). Education in early childhood. https://www.unicef.org/srilanka/education-early-childhood#:~:text=Sri%20Lanka's%20patchwork%20of%20preschool,from%20realizing%20their%20full%20potential.
[10] Warnasuriya, R., Sosale, S., & Dey, S. (2020). Integrating Early Childhood Care and Education in Sri Lanka: From Global Evidence to National Action. World Bank Publications. DOI: 10.1596/978-1-4648-1618-5
[11] World Bank. (2019, August 30). Laying the foundation for early childhood education Sri Lanka. https://www.worldbank.org/en/country/srilanka/publication/laying-foundation-early-childhood-education-sri-lanka
How to cite this paper
@article{1711620,
author = {Soba Balasundaram},
title = {Early Childhood Education Administrators' Perspectives on Preschool Teachers? Training Program and Professional Development in Early Childhood Settings},
journal = {Iconic Research And Engineering Journals},
year = {2025},
volume = {9},
number = {4},
pages = {1622-1628},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1711620.pdf},
abstract = {This research explores the role of early childhood education administrators in preschool teacher training programs and professional development within early childhood settings. As the foundation for lifelong learning, the quality of early childhood education significantly influences children?s cognitive and social development. This research highlights the critical role that effective training and professional development play in equipping preschool teachers with the necessary skills and knowledge to address the diverse needs of young learners. Further, Early childhood administrators collaborate with preschool teachers to create an environment that promotes learning for young children. Through their collaboration with early childhood education teachers, administrators ensure a pedagogical approach that aligns with young learners. Through a survey administered to early childhood education administrators, this research utilised a mixed-method approach to collect both quantitative and qualitative data. The survey examines various aspects, including the qualifications, years of experience, and training programs undertaken by early childhood education administrators as well as teachers. The research was conducted in the Eastern Province of Sri Lanka, with survey participants selected from preschools in the Manmunai Southwest Education/D.S. Division of Batticaloa District, Sri Lanka. It has been determined that several factors are important to consider when conducting a preschool teacher training program. Finally, the research recommends that early childhood education administrators enhance the teachers? training program and the development of professional skills.},
keywords = {Early Childhood Administrators. Training Programs and Professional Development, Early Childhood Settings.},
month = {October},
doi = {https://doi.org/10.64388/IREV9I4-1711620-4438}
}