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Program Development Process

The three stages of development of the Parenting Counts Professional Training (PCPT), from inception to on-going evaluation and modifications.

The Parenting Counts Professional Training (PCPT) is based on foundational and current research in the field of early childhood development and was developed in response to demand from the field. The following overview summarizes the three stages of development from inception to on-going evaluation and modifications.

  1. Stage I: Program concept and field testing

    • Input from the early learning field: Talaris has heard from professionals in the field about the need for higher quality training and information.
    • The Parenting Counts Professional Training Summit: In the fall of 2010, over 50 professionals participated in an on-site, in-person version of the training. Talaris incorporated the rich feedback from the participants into the program.

  2. Stage II: Content and technology collaboration

    • Internal review: Each of the 25 modules also went through six internal review cycles, listed below:
      1. Proposed Content: Preliminary Review of content for each module, extensive literature review to update references and fill in the content gaps
      2. Outline: Review of detailed outline (8-10 pages) identifying key messages, goals, learning objectives
      3. Script Phase: Online review of all content including audio narration
      4. Media Phase: Review of all content including video and photography
      5. Technology Review: Review for program capabilities and function
      6. Beta Test: Final complete review including assessments, evaluations and links to resource center and teaching tools.
    • Expert review: We had 13 leaders in early childhood development review the content of the professional program, including both initial content outlines (Phase I) and online content script and media (Phase II). Each expert reviewed the module(s) that aligned with their areas of expertise, provided comments and submitted responses to a survey we developed to assess each module. Experts included:

      Dr. Marc Brakett, Yale University; Danielle Dallaire, William and Mary College; Jill Freiberg, Vanderbilt; Dr. Roberta Golinkoff, University of Delaware; Myae Han, University of Delaware; Dr. Alice Honig, Syracuse University; Dr. Marilou Hyson, National Association for the Education of Young Children (NAEYC), George Mason University; Dr. Jon Korfmacher, Erikson Institute; Dr. Catherine Tamis Lemonda, New York University; Julia Parish Morris, Temple University; Donald Shifrin, M.D., Seattle Children's Hospital; Dr. Ross Thompson, UC Davis

    • CE review: In order to gain Continuing Education approval, the CE authorizing bodies including the National Association of Social Workers, Amedco (an NBCC-Approved Continuing Education Provider (ACEP™), and SmithBucklin among others, reviewed and approved the content outlines for the course.

  3. Stage III: Ongoing evaluation and data analysis

    • Quantitative evaluation: Talaris offers a pre- and a post-training evaluation. Although participation in this survey is voluntary, all data is collected and analyzed by Talaris ongoing. All participants who elect to earn CEUs are also required to complete an additional post evaluation survey, and Talaris also receives and reviews this feedback.
    • Qualitative feedback: Talaris often receives unsolicited feedback from users and training participants and tracks this feedback for future modifications to the training as needed.