Abstract
There is a growing interest in creating quality early childhood environments that support the social-emotional, language and cognitive development of young children. As public investment grows, exploring the impact of professional practice on the quality of early childhood programs is warranted. This study explores the impact of training in cognitive sensitivity through group and individual coaching sessions on educators in licensed early childhood programs. It pays particular attention to how responsive educators are to children’s cues to promote cognitive and language development.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Early Childhood, Quality, Cognitive Sensitivity, Educator Practice
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