Several programs have been developed to address challenges with children’s behavior in early childhood education settings. This study used a cluster randomized controlled trial to evaluate the effects of the Positive Early Childhood Education Program (PECE) on educator skills, self-efficacy and job satisfaction, and on child behavior. Participants in this study were 96 educators from 12 childcare centers in Alberta, Canada. Outcomes were assessed using quantitative (i.e., questionnaires, observations) and qualitative methods (i.e., interviews) at pre- and post-intervention and 2-month follow-up. Intervention effects were revealed for educator job control at post-intervention but not follow-up. No intervention effects were found for observed educator competence. However, qualitative findings indicated PECE improved the confidence, competence and job satisfaction of educators, while reducing reliance on outside agency resources and support. For child outcomes, intervention effects were found for peer relationships at post-intervention, but not follow-up. Intervention effects were found for educator reports of children’s behavioral difficulties and behavior towards adults at follow-up. Qualitative findings provided insights into understanding how attributions about the etiology of child behavior may be positively influenced through increased educator self-efficacy and workplace satisfaction. However, the significant implementation barriers observed in this study mean that conclusions about efficacy should be made cautiously and signal important implications for strategic implementation of professional development and learning programs in early childhood settings.
Lee et al. (Wed,) studied this question.
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