Abstract
The current study is an evaluation of the Hanen Early Childhood Educators Programme (Weitzman 1992). It explores outcomes for both staff and children following staff participation in the training programme. Using a comparative study design and pre- and post-training measures the changes in staff and children were investigated. Results revealed that the training programme did not bring about change in children's receptive and expressive language skills. Changes were observed in children's social interaction skills. This was reinforced by staff reports of changes in children's interaction. Staff changes included increased skills and confidence in identifying and supporting children with speech and language difficulties alongside positive changes in their interaction styles. The methodological difficulties inherent in evaluating training effects and the need for further research are highlighted.