Implementation of evidence-based practices for early childhood social learning: a viewpoint on the role of teacher attitudes
| Autor: | Angeliki Kallitsoglou |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Early childhood education
Health (social science) Evidence-based practice Sociology and Political Science media_common.quotation_subject 05 social sciences 050301 education Context (language use) Social learning Education Conceptual framework Pedagogy Well-being Developmental and Educational Psychology Conceptual model 0501 psychology and cognitive sciences Early childhood Psychology 0503 education Law 050104 developmental & child psychology media_common |
| Zdroj: | Journal of Children's Services. 15:61-74 |
| ISSN: | 1746-6660 |
| DOI: | 10.1108/jcs-04-2019-0022 |
| Popis: | Purpose Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers’ attitudes towards EBPs and their role in the successful implementation of EBPs for early childhood social learning. Design/methodology/approach The viewpoint draws on theoretical models of intervention implementation and innovation adoption to explore the importance of individual factors for EBPs implementation and to inform the understanding of the relationship between teachers’ attitudes and EBPs implementation in the context of early childhood social learning. Additionally, it is informed by the literature on research-informed teaching to identify novel opportunities of cultivating positive views towards EBPs for early childhood social learning. Findings According to implementation science, in addition to macro-level social and organisation factors, micro-level individual factors that pertain to professionals’ attitudes towards EBPs are related to successful adoption and implementation of EBPs in organisations. Hence, it is important that the investigation of the adoption and implementation of EBPs for early childhood social learning considers the role of teachers’ attitudes towards EBPs. A conceptual model is proposed to explain that research-informed teaching could contribute to fostering positive attitudes towards EBPs for early childhood social learning by raising awareness of the value and potential of research to transform pedagogy. Originality/value This viewpoint draws on EBPs implementation science to identify important factors of EBPs adoption and implementation for early childhood social learning that have not been considered extensively and offers a conceptual framework to help understand how research-informed teaching could be an innovative avenue of promoting EBPs implementation in education. |
| Databáze: | OpenAIRE |
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