Training needs and online learning preferences of early childhood professionals

ABSTRACT

Providing early childhood professionals with professional development opportunities to enhance their skills and knowledge can improve quality of care. For professional development to be valued by the early childhood workforce, it is essential to offer meaningful content that accommodates the needs of the learner. With an increasing demand for quality professional development, as well as the expansion of online learning opportunities, this qualitative study explores the opinions of 14 North Carolina early childhood professionals regarding their professional development training needs and online learning preferences. Training content needs, experiences with online learning, and recommendations for training development are discussed. This study has implications for professional development creators and trainers for advancing the education and growth of the early childhood workforce.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the National Institute of Food and Agriculture, Children Youth and Families at Risk, Grant: 2011-41520-30579.