Increasing the odds for success: Applying evidence-based professional learning to foster self-regulation and executive functioning in preschool classrooms

Abstract

Higher educator qualifications and training are associated with more positive child outcomes. For in-service educators, professional learning (PL) is promotive of high-quality pedagogical practices. Yet rarely is PL efficacy evaluated. This paper elucidates the principles underpinning a PL program for in-service preschool educators that generated educator-level practice change and child-level self-regulation and executive function improvement. Grounded in contemporary research on characteristics for effective PL, expected mechanisms of change are articulated in relation to the design and implementation of PL programs. Mechanisms included: presenting credible information from high-quality evidence and sources; managing educators’ cognitive load; modelling new learning within the specific educational context; and encouraging self-monitoring. This paper details how the PL program leverages these mechanisms, in alignment with recognised characteristics for effective PL. Through this mapping, this paper provides an example of the potential of PL to foster a positive shift in educator practices.