training

Who Can be a Trainer? Coach? Consultant? Mentor?

An Illinois Discussion sponsored by Chicago Metro AEYC

Training in Early Childhood January 27, 2010



NAEYC Draft Position Statement, 2010 http://www.naeyc.org/files/naeyc/file/positions/draft/psconf99.pdf

 Training programs are specific to an area of inquiry and set of skills related to an area of inquiry (e.g., a workshop series

on positive discipline for preschoolers). Completion of training participation can lead to assessment for award of the Child

Development Associate (CDA) Credential or another type of credential, continuing education units (CEUs), clock hours,

and certification. (Note: In some instances participants who successfully complete a training program are awarded credits

that can lead to an associate or baccalaureate degree.)

 Training programs can include face-to-face (FtF) instruction in a group setting, self-study, Web- or e-based learning, and

blended learning (e.g., a combination of FtF and Web-based seminars).

 Training also includes other supports (often referred to as technical assistance), including reflective supervision,

observation by a coach or mentor with feedback to the learner, participation in a community of learners, release time for

observing the work of peers, and other strategies.

Maurice Hogarth http://www.masternewmedia.org/2004/07/06/what_is_your_best_definition.htm

Sample Definitions or Defining Features









 The systematic analytical based designing of methods and media so as to enable an individual or group to learn

predetermined knowledge and/or processes against predetermined objectives and apply it to a required standard.

 Requires establishing precise/measurable learning objectives, related to what the learner should be able to DO following

the training. These should derive from the identification and analysis of operational and/or personal performance needs.

 Involves designing and compiling the form, method and media for the optimum balance (of quality, quantity, time and cost)

to deliver against the objectives.

 Should take into account learning styles. Includes assessing effectiveness.

Carter and Curtis, 1994

 Creates a respectful place for learning for all involved, from the silenced and inexperienced learners to the advanced

thinkers.

 Should help participants find their own voice and foster reflection and problem solving.

 Requires a variety of activities to address the different learning styles and intelligences of the participants.

 Can support the construction of knowledge and the development of dispositions.

Montana Training Approval System Guiding Principles, the Early Childhood Project at Montana State University

http://www.mtecp.org/pdfs/Training/Guiding%20Principles%205-05.pdf

 Training shall be coherent, cumulative, comprehensive and integrate with the [identified core knowledge areas].

 Training needs to be identified by content, specific objectives, levels of training and specialty areas so that trainers can

plan and potential participants can identify offerings appropriate to their needs.

 Training is designed based on perceived needs, values, and goals of participants.

 Training is based on developmentally appropriate practice and theories of child development which are understood by

participants and directly linked to practical implementation.

 Training is designed so that knowledge and competencies can be realistically used in the participant's work, including all

early childhood practitioners, support staff and management.

 Training provides for the acquisition and maintenance of knowledge and competencies that shall be demonstrated by the

student or participant.

 The use of sound practices of adult learning encourages participants to seek and use knowledge.

 Training must maintain a strong commitment to recognize diversity among trainers, practitioners, children, families, and

settings through a process of regular written evaluation.

A trainer designs a FtF workshop that meets national and state standards and requirements. The session begins with an

introductory activity that actively engages the participants; as they get to know each other, they also articulate their goals for

Example









the session and professional philosophies. The trainer clearly explains the objectives, focus, and agenda and how the session

relates to the state’s professional development offerings and pathways. The bulk of the training is spent in small and large

group activities that address a range of learning styles, including the use of media as one tool to demonstrate the application

of concepts in actual early childhood settings. Handouts, follow-up resources and contacts are shared. The training concludes

with individual reflections and opportunities for evaluation.



This discussion resource was compiled by the National Professional Development Center on Inclusion (NPDCI) and the

National Association for the Education of Young Children (NAEYC).

Training in Early Childhood 2





The Georgia Early Care and Education Professional Development Competencies, Trainer, The Georgia Early

Care and Education Professional Development System, 2007

https://www.training.decal.ga.gov/bfts/includes/files/CompetenciesLevels.pdf



Category 1: Ethics. A competent trainer:

 Maintains an appropriate level of competence in the field including a broad knowledge of current trends, theory, and

practice in areas of expertise and seeks growth in areas of limited knowledge.

 Recognizes the limits of his/her competence, culture, and experience in providing services and neither seeks nor accepts

assignments outside those limits.

 Is aware of own personal values, biases, dispositions and the possible effect on others.

 Accepts responsibility of ethical business practices (i.e., certificate distribution, hours given, conflicts of interest).

 Keeps current with the changes in the early childhood care and education system.

 Reaches agreement with client regarding goals, costs, risks, limitations, and anticipation of outcomes prior to providing

service.

 Values and integrates diversity into the delivery of training/professional development.

 Adheres to the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct for Adult

Educators (www.naeyc.org).

 Promotes professionalism in the early childhood care and education field.

 Maintains a balance between personal and professional life.



Category 2: Instructional Design and Development. A competent trainer:

Sample Competencies









 Bases training design and development on accurate, current, and job-related information consistent with sound theories

and principles of adult learning (e.g., adults desire practical application, adults learn best if they have control over the

learning environment).

 Assesses and meets the professional developmental level and characteristics of the target audience.

 Writes learning objectives that are based on participants' level of knowledge and experience and are descriptive of

desired competence.

 Chooses instructional methods and materials that are appropriate for the proposed learning objectives (e.g., self-

reflection, group discussion, demonstrations, multi-media presentations, visual aids).

 Develops measurable learning objectives, evaluates participant achievement during, and at the conclusion of the training.

 Organizes a training format to fulfill learning objectives and to meet participant needs.

 Maintains flexibility based on continual assessment of training.

 Identifies points in content presentation where participant resistance or discomfort may occur and is prepared to adapt

appropriately.



Category 3: Knowledge of Content. A competent trainer:

 Possesses extensive knowledge and practical experience in the presentation topic area. Is familiar with a variety of

childhood care and education settings, professional developmental levels of participants, and adapts content as needed.

 Researches the current trends in the topic area and synthesizes these findings to support learning objectives.

 Bases training content on accurate, current information consistent with sound theories and principles of child

development, developmentally appropriate practice, early learning standards (i.e., Georgia Early Learning Standards)

accurate interpretation of quality standards and licensing and legal regulations.

 Maintains resources that are current and topic-related to refer to concerning controversial issues, questions, or

experiences (e.g., appropriate persons, agencies, publications).

 Facilitates connections between theory and practice by integrating information that is comprehensive, meaningful, and

relevant to participants' needs.

 Includes an awareness of the value of diversity, uniqueness, and abilities of all children and families in training provided.

 Understands and applies basic principles of human cognition/learning and demonstrates sensitivity to the needs of the

adult learner.

Training in Early Childhood 3





Category 4: Presentation Skills. A competent trainer:

 Provides an introduction, overview of learning objectives, content presentation with summary, and evaluation in the

specified timeframe.

 Delivers training based on principles of adult learning using a variety of instructional methods and media appropriate for

the proposed learning objectives (e.g., group discussion, questions, teams, role-play, games, and visual aids/multi-

media presentations).

 Adapts training to respond to participants' current knowledge and expectations (e.g., ethnic diversity, learning styles,

specials needs, and unique settings).

 Facilitates and continually assesses group dynamics to ensure learner involvement, interactions, and participation.



Sample Competencies (cont’d)









Creates a supportive, flexible environment appropriate to adult learners (i.e., making eye contact, responding to

individual needs).

 Relates effectively with individuals and groups.

 Communicates clearly and audibly, avoiding distracting expressions and mannerisms.

 Uses effective transitions to link content and learning objectives throughout the training.

 Provides an environment that addresses incorrect responses and guides participant to appropriate conclusions.

 Uses appropriate humor and avoids using jokes and stories of questionable taste.

 Maintains poise and professionalism under duress.



Category 5: Quality Assurance. A competent trainer:

 Provides a positive learning environment.

 Estimates expenses accurately.

 Uses promotional materials reflective of training content.

 Manages environment and logistics and adapts a well-run, purposeful training program responsive to the needs of the

participants.

 Uses self-reflections and evaluation to improve subsequent programs.

 Maintains accurate records, resolves lingering issues following the training, and ensures that reporting requirements are

completed in a timely manner.

 Provides positive learning climate (addressing special needs of participants, appropriate room arrangement, solving

facility and equipment problems, providing recognition to participants) and clarifies logistical issues(e.g. restrooms, cell

phones).





 Carter, M., & Curtis, D. (1994). Training teachers: A harvest of theory and practice. St. Paul, MN: Redleaf Press.

 Child Development Bureau, New Hampshire Department of Health and Human Services. Trainer, Mentor, Faculty

References and Resources









Credential. www.dhhs.state.nh.us/DHHS/CDB/LIBRARY/Training+Material/ece-guide.htm (p. 61)

 Montana Early Childhood Project. Training Solutions: A bi-monthly e-newsletter supporting effective adult learning

practices; and Professional Development Activities for Montana’s Early Childhood Trainers and Educators.

http://www.mtecp.org/pubs.html

 National Association for Child Care Resource and Referral Agencies (2008). NACCRRA quality assurance CCR&R

provider services best practices. http://www.naccrra.org/programs/qap/docs/Best_Practices_Provider_Jun08.pdf

 NAEYC (2010). Draft revised position statement: A conceptual framework for early childhood professional development.

http://www.naeyc.org/files/naeyc/file/positions/draft/psconf99.pdf

 New York State Early Learning Professional Development Approval System. The New York State Early Learning Trainer

Credential: Trainer Competencies. http://www.nycecpdi.org/trainers/pdfs/Trainer%20Competencies.pdf

 Pennsylvania Keys to Professional Development, PA Quality Assurance System (PQAS).

http://www.pakeys.org/pages/get.aspx?page=Career_PQAS