%0 Journal Article
%T Impact of In
%A Andrea G. Eckhardt
%A Franziska Egert
%A Ruben G. Fukkink
%J Review of Educational Research
%@ 1935-1046
%D 2018
%R 10.3102/0034654317751918
%X High pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children. This review summarizes findings from (quasi)-experimental studies that evaluated in-service training effects for ECEC professionals on external quality ratings and child development. The aggregation of findings at teacher level (including 36 studies with 2,891 teachers) revealed a medium in-service training effect on process quality (effect size [ES] = 0.68, SE = 0.07, p < .001). Furthermore, a subset of nine studies (including 486 teachers and 4,504 children) that provided data on both quality ratings and child development were analyzed, and they showed a small effect at child level (ES = 0.14; SE = 0.02, p < .001) and a medium effect at the corresponding classroom level (ES = 0.45, SE = 0.11, p < .001). Variance in effect sizes at child level was significantly related to in-service effects on quality ratings (53% explained variance). The results show that quality improvement is a key mechanism to accelerate the development of young children
%K professional development
%K in-service training
%K early childhood education and care
%K meta-analysis
%U https://journals.sagepub.com/doi/full/10.3102/0034654317751918