A Preliminary Investigation of Communication Skills Workshop Impact on Pre-Service Early Childhood Educators: Evidence from a Single-Group Study
คำสำคัญ:
Communication skills; Early childhood education; Pre-service teachers; Professional developmentบทคัดย่อ
This preliminary investigation examined the impact of a seminar-workshop
on enhancing the self-reported communication skills of future early childhood educators
across three domains: interactions with children, parents, and colleagues. Using
a single-group pre-test/post-test design, 40 undergraduate Early Childhood Education
students participated in a structured professional development intervention incorporating
experiential learning activities, role-playing exercises, and collaborative discussions. While
acknowledging significant methodological limitations, including the absence of a control
group and exclusive reliance on self-report measures, the results demonstrated statistically
significant improvements across all domains with large effect sizes: child interactions
(d = 1.89, p < 0.001), parent interactions (d = 1.96, p < 0.001), and colleague interactions
(d = 2.14, p < 0.001). Post-workshop evaluations indicated high participant satisfaction and
perceived professional benefit. These findings provided preliminary evidence suggesting
the potential value of structured communication skills training in early childhood
education programs, while highlighting the critical need for more rigorous experimental
designs to establish definitive effectiveness. The research serves as an important
foundation for future controlled studies examining communication skills development
in pre-service educator preparation.
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