Introduction / Rationale: The role of occupational therapists (OTs) in early childhood education is expanding. However, most OT visits to nurseries are one-time consultations, limiting their impact on empowering nursery teachers.
This study examines a five-year initiative where OTs provided continuous support across all nurseries in a community. Reports from the field indicated improvements in childcare quality and stronger collaboration with parents. However, these observations were subjective, and no formal evaluation had been conducted.
Objectives: This study aims to assess the impact of continuous OT support on the professional development and self-efficacy of nursery teachers.
Methods / Approach: The study was conducted in 27 nurseries over five years, implementing:
- Initial group training: Setting goals for "childcare we want to provide (the childcare goals teachers wish to provide)."
- On-site consultations: OTs observed and analyzed childcare practices, collaborating with teachers.
- Ongoing support via LINE/email: Teachers shared progress, and OTs provided feedback.
- Mid-term group training: Joint sessions with parents to deepen understanding*.
- In-house training: OTs and teachers shared insights within nurseries*.
- Final group training: Reflection and sharing of results.
*As for 4 and 5, we started after three years.
The impact on teachers' professional growth and childcare quality is examined through online-survey.
Results / Practice Implications: Surveys and interviews with teachers, directors, and municipal staff evaluated the effects of OT support. The details of the results will be provided at the congress presentation.
Conclusion / Contribution: Findings suggest that continuous OT involvement enhances teachers' expertise and self-efficacy, highlighting the importance of sustained collaboration in childcare settings.