The child-centered beliefs held by educators in early childhood education (ECE) are important in high-quality interactions between children and adults and are central to the recent policy emphasis on childcare quality. Using a national ECE workforce sample of home- and center-based centers from the 2019 National Survey of Early Care and Education (N=7,505), this study examined the relationships between professional development experiences and ECE educators' child-centered beliefs measured by a revised Parental Modernity Scale. We focused on the three PD models of mentoring and coaching, workshops, and college courses, and found that attending college courses was related to greater child-centered beliefs in home-based educators. Mentoring and coaching were found to effectively promote center-based educators’ beliefs. In terms of the contexts that support PD participation in home- and center-based childcare programs, our findings suggest that providing more opportunities to participate in coaching and college courses can offer effective support and thus improve ECE quality. The policy and practical implications of the findings are discussed.

中文翻译：

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调查专业发展与教育工作者对美国中心和家庭幼儿教育的信念之间的关系


幼儿教育 (ECE) 教育工作者所持有的以儿童为中心的信念对于儿童与成人之间的高质量互动非常重要，也是最近强调儿童保育质量的政策的核心。本研究使用 2019 年全国早期保育和教育调查 (N=7,505) 中家庭和中心中心的全国 ECE 劳动力样本，探讨了专业发展经验与 ECE 教育工作者以儿童为中心的信念之间的关系，并通过修订后的父母现代性量表。我们重点研究了指导和辅导、研讨会和大学课程这三种 PD 模式，发现参加大学课程与家庭教育工作者更加以儿童为中心的信念有关。研究发现，指导和指导可以有效地促进中心教育工作者的信念。就支持PD参与家庭和中心儿童保育计划的背景而言，我们的研究结果表明，提供更多参与辅导和大学课程的机会可以提供有效的支持，从而提高幼儿教育质量。讨论了研究结果的政策和实际意义。