Does a training course on early childhood communication have an impact on the knowledge of early childhood education professionals?

Barbosa, Hellen Tatyanne da Silva; Giacchini, Vanessa; Araújo, Eliene Silva; Cáceres-Assenço, Ana Manhani

doi:10.1590/2317-1782/20242023192en

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Original Article • CoDAS 36 (4) • 2024 • https://doi.org/10.1590/2317-1782/20242023192en copy

Does a training course on early childhood communication have an impact on the knowledge of early childhood education professionals?

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Purpose

To analyze whether a training course on communication development in early childhood has a positive impact on the knowledge of early childhood education professionals and to verify the participants' perception of the course.

Methods

A longitudinal study conducted in a virtual environment between September 2021 and December 2022. A total of 91 early childhood education professionals took part and completed a training course. The course consisted of three modules on communication development in early childhood, offered through the Google Classroom platform, with a total workload of 50 hours spread over four months. Participants answered a questionnaire made up of 20 items related to the topics covered before starting the course, immediately after completing it and six months after finishing. For each question answered correctly, 1 point was awarded. The data was analyzed using a descriptive and inferential approach, and the total number of correct answers at the three moments was compared using Friedman's ANOVA, with a significance level of 5%.

Results

Both the analysis of the correct answers to each item in the questionnaire and the overall score showed a gradual increase between the three moments. The participants' perception of the course was highly satisfied.

Conclusion

The participants showed an increase in the number of correct answers to the questionnaire before and after the training course, which suggests greater knowledge about the development of communication in early childhood both immediately after the course and after six months.

Keywords:
Training; Child Education; Retention; Communication Language Development; Communication Disorders

Variable		Frequency	%
Sex	Female	86	94.5
	Male	5	5.5
Age	Up to 24 years	4	4.4
	25 to 29 years	15	16.5
	30 to 34 years	14	15.4
	35 to 39 years	21	23.1
	40 to 44 years	19	20.9
	45 to 49 years	11	12.1
	50 to 54 years	5	5.5
	55 years or older	2	2.2
Highest Level of Education	High School	1	1.1
	Bachelor's Degree - Education	19	20.9
	Bachelor's Degree - other Teaching Degrees	9	9.9
	Specialization	55	59.8
	Master's Degree (academic or professional)	3	3.3
	Ph.D.	1	1.1
	Other^* * Includes professionals with a teaching degree or those currently pursuing higher education	4	4.4
Socioeconomic Classification	A1	10	11.0
	B1	9	9.9
	B2	36	39.6
	C1	23	25.3
	C2	12	13.2
	D-E	1	1.1
Location	Natal	41	45.1
	Other cities in the state of Rio Grande do Norte	47	51.6
	Other states	3	3.3

Variable		Frequency	%
Professional Practice in Education	1 to 3 years	17	18.7
	4 to 5 years	13	14.3
	6 to 10 years	29	31.9
	11 to 15 years	15	16.5
	16 to 20 years	10	11.0
	More than 20 years	7	7.7
Practice in Early Childhood Education	1 to 3 years	25	27.5
	4 to 5 years	11	12.1
	6 to 10 years	32	35.2
	11 to 15 years	10	11.0
	16 to 20 years	9	9.9
	Over 20 years	2	2.2
	Not applicable	2	2.2
Educational Level of Engagement ^* * Given that many participants work in more than one educational institution and often at different educational levels, the number of times each level was indicated was tallied	Early Childhood Education Center (CEMEI)	51	56.0
	Daycare	37	40.7
	Elementary School I	39	42.9
	Elementary School II	8	8.8
	High School	4	4.4
	Adult and Youth Education	1	1.1
Position	Teacher	57	62.7
	Pedagogical Coordinator	14	15.3
	Child Development Assistant	9	9.9
	Intern	3	3.3
	Manager	3	3.3
	Pedagogical Support	1	1.1
	Specialized Educational Assistance (SEA) Teacher	1	1.1
	Multifunctional Resource Room Teacher	1	1.1
	Therapeutic Attendant	1	1.1
	Currently not practicing	1	1.1

Item	Pre	Immediate Post	Late Post
1. A child born deaf cannot develop normal oral language.	46.2	73.6	83.5
2. If a child does not speak yet, they cannot understand what they hear.	91.2	86.8	98.9
3. Symbolic play enhances language development.	100.0	98.9	100.0
4. A child with hearing problems may exhibit behavioral issues as a consequence of difficulty hearing.	87.9	91.2	95.6
5. During the first years of life, children may show symptoms of stuttering.	68.1	91.2	100.0
6. Knowing many words helps children to pay attention to the sounds that comprise them.	79.1	83.5	91.2
7. The human ear is capable of hearing low-, mid-, and high-frequency sounds.	73.6	87.9	100.0
8. It is normal for a child not to combine words at 2 years of age.	54.9	64.8	83.5
9. When a child has difficulties communicating verbally, they have less capacity to learn.	71.4	89.0	98.9
10. Every hearing-impaired child will have significant difficulty hearing what people say.	48.4	62.6	75.8
11. A child who plays with smartphones, tablets, or computers most of the day learns to speak better.	93.4	90.1	98.9
12. Rhymes and alliterations favor language development.	92.3	95.6	98.9
13. Untreated ear infections can cause hearing loss.	82.4	92.3	98.9
14. When talking to a child who is having trouble communicating, it is interesting to speak quickly and with long, well-constructed sentences.	94.5	97.8	98.9
15. Children under one year generally repeat words when asked.	37.4	39.6	71.4
16. When we ask a child something, we need to give them time to respond before helping with the answer.	96.7	96.7	100.0
17. Deaf children cannot go to school.	98.9	98.9	100.0
18. By 5 years old, a child should be able to articulate all sounds of their native language clearly.	54.9	76.9	87.9
19. A child who stutters can cause other children in their environment to start stuttering.	87.9	89.0	100.0
20. If a child speaks in a way that is difficult to understand at 4 years old, they need to undergo a speech therapy assessment.	89.0	96.7	100.0

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[1] Conflict of interests: nothing to declare.