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Examining the Implementation of the VLS Momentum Project: A Hybrid Approach to Supporting Foundational Practices in Early Care and Education.

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Title: Examining the Implementation of the VLS Momentum Project: A Hybrid Approach to Supporting Foundational Practices in Early Care and Education.
Authors: Lang, Sarah. N.1 (AUTHOR) lang.279@osu.edu, Tebben, Erin1 (AUTHOR), Ryu, Dahyung1 (AUTHOR), Odean, Rosalie2 (AUTHOR), Knight, Kristen M.1 (AUTHOR), Tyree, Jovanna3 (AUTHOR), Luckey, Summer W.1 (AUTHOR), Fox, Erin G.1 (AUTHOR), Buettner, Cynthia K.1 (AUTHOR)
Source: Early Childhood Education Journal. Jun2025, Vol. 53 Issue 5, p1627-1643. 17p.
Subject Terms: *Career development, *Early childhood education, *Allied health education, Professions, Public health
Abstract: Approximately 40% of the U.S. early care and education (ECE) workforce lacks foundational training in research-based, developmentally appropriate practices for working with young children, which can impact the quality of ECE they can provide. To support young children's positive developmental trajectories, it is critical that all teachers have access to comprehensive, high-quality ECE professional development that helps translate knowledge into practice. This pilot study examined a community-based pilot of the U.S. Federal Agency Virtual Lab School (VLS) platform for ECE teachers in childcare centers providing publicly funded childcare. The 15-month hybrid professional development intervention (internet-based content paired with individualized coaching) was positively received by teachers. Results show that comprehensive, foundational professional development using a hybrid approach is feasible in community based ECE settings. Teachers cited supportive relationships with their coaches and accommodations made by their centers as key facilitators of progress; time pressures and complications associated with the COVID-19 pandemic were barriers that impeded completion. Giving teachers time and support to complete foundational ECE training may help a greater number of ECE teachers achieve competency, and thus, better support all young children receiving care. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Examining the Implementation of the VLS Momentum Project: A Hybrid Approach to Supporting Foundational Practices in Early Care and Education.
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Jun2025, Vol. 53 Issue 5, p1627-1643. 17p.
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  Data: Approximately 40% of the U.S. early care and education (ECE) workforce lacks foundational training in research-based, developmentally appropriate practices for working with young children, which can impact the quality of ECE they can provide. To support young children's positive developmental trajectories, it is critical that all teachers have access to comprehensive, high-quality ECE professional development that helps translate knowledge into practice. This pilot study examined a community-based pilot of the U.S. Federal Agency Virtual Lab School (VLS) platform for ECE teachers in childcare centers providing publicly funded childcare. The 15-month hybrid professional development intervention (internet-based content paired with individualized coaching) was positively received by teachers. Results show that comprehensive, foundational professional development using a hybrid approach is feasible in community based ECE settings. Teachers cited supportive relationships with their coaches and accommodations made by their centers as key facilitators of progress; time pressures and complications associated with the COVID-19 pandemic were barriers that impeded completion. Giving teachers time and support to complete foundational ECE training may help a greater number of ECE teachers achieve competency, and thus, better support all young children receiving care. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2025
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