Literacy in the Early Childhood Classroom: A SWOT Analysis of a Multi-State Literacy Train-the-Trainer Program

Abstract

Early childhood professionals attending in-depth literacy training have been shown to gain knowledge and change classroom practices.  These early childhood professionals play an important role in children’s literacy development.  In this multi-state study, the effectiveness and usability of the Literacy in the Early Childhood Classroom training curriculum was evaluated using a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis.  Eleven early childhood trainers participated in a train-the-trainer program and taught the literacy series to 238 early childhood professionals in four states.  Participants attending the training series demonstrated significant knowledge gains on concepts related to oral language, phonological awareness, reading and vocabulary, and emergent writing.  Trainers provided insights on successes of the literacy training series and what could be changed to improve the implementation and delivery of the series.  Strengths of the training series included ease of implementing the training and strong supporting materials such as videos and children’s books.  Weaknesses of the series included program length and the need for concept clarity among some trainers.  Opportunities included streamlining the training content and providing trainers with additional support prior to training implementation.  Potential threats include the need to align the training curriculum to match different states’ standards and childcare training policies.