The Implementation of In-Service Training Focusing on Young Children’s Social-Emotional Development, and how it Impacts on Early Years Practitioners’ Knowledge, Professional Confidence and Reporting Practices: An Action Research Project

Abstract

This action research project explored the impact on Early Years practitioners of an in-service training programme focusing on social-emotional development in young children. The subsequent effects on Early Years practitioners’ confidence in advising parents on their child’s social-emotional development was explored. The research also investigated whether the training had any impact on practitioners in the completion of nationally recognised transition documentation, Mo Scéal reporting templates, when children start primary school. The training programme consisted of six workshops combined with on-site mentoring delivered by the researcher who is an Early Years specialist. The training was designed to give Early Years practitioners a professional toolbox whereby they can plan activities focusing on social-emotional learning and identify teachable moments throughout the preschool day. Five Early Years practitioners from two preschool settings were selected to participate in the action research. Data was collected through pre- and post-training interviews and a researcher and participants’ reflective journals. Qualitative data was used to analyse the research data. The training was found to be effective in increasing participants’ knowledge in supporting children in developing a wide range of social-emotional competences. Participants showed increased confidence and knowledge when advising parents on their child’s social-emotional development. The influence of the training programme on participants’ completion of transition documentation presented mixed findings. A complex set of circumstances outside the influence of the training programme was found to exist which impacted on participants’ completion of the Mo Scéal reporting templates.