A national study on knowledge of child language development, self-efficacy, and the professional development of childcare providers in Saudi Arabia

A national study on knowledge of child language development, self-efficacy, and the professional development of childcare providers in Saudi Arabia | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article A national study on knowledge of child language development, self-efficacy, and the professional development of childcare providers in Saudi Arabia Khadeejah Alaslani, Alaa Almohammadi, Haifa Alroqi, Yara Aljahlan, and 4 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5357149/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 11 You are reading this latest preprint version Abstract This country-wide study explores the landscape of childcare providers (CPs) in Saudi Arabia, illuminating their pivotal role in fostering children’s language skills. While fundamental, our understanding of their status in Saudi Arabia remains limited. This study provides a comprehensive profile of CPs, exploring their knowledge of child language development, self-efficacy, and their interplay with work experience, education, and training. Key findings indicate that merely a quarter of CPs hold a degree in early childhood education. A significant positive association was found between CPs’ knowledge of child language development and their perceived self-efficacy, and a moderately significant positive association was found between CPs’ knowledge of language development and professional training received. CPs’ self-efficacy was significantly predicted by their knowledge of language development and the training received. The implications underscore the urgency of targeted professional development initiatives to enhance the quality of early childhood education in Saudi Arabia. Policymakers should address the concerning trend where a significant portion of entrusted professionals lacks specialization in early childhood, raising critical questions about the alignment of educational qualifications with the demands of early childhood education. These insights offer a compelling basis for policymakers to advocate evidence-based practices and guide future research in the field. Childcare Providers Child Language Development Self-Efficacy Professional Development Saudi Arabia Figures Figure 1 Figure 2 1. Introduction The first five years of a child’s life are critical for language development (Hart & Risley, 1995; Romeo et al., 2018; Weisleder & Fernald, 2013). This developmental process is known to be entrenched, slowly evolving, and highly sophisticated (Joseph et al., 2022). It is important to recognize the full weight of language as a foundational skill that should never be overlooked or underestimated, given its crucial role in children’s overall success and achievements (Storch & Whitehurst, 2002; Tabors et al., 2001). To foster such development, one needs intricate knowledge and profound understanding and awareness of how the linguistic system is acquired and developed. Childcare Providers (CPs), a term we use in this paper as inclusive of providers and teachers of children ranging in age from 0 to 6 years old, are considered the primary caregivers for children in nurseries and preschools. Research demonstrates that children, particularly those from low-income households who are at risk for language delays, are able to develop strong receptive and expressive language abilities when CPs create and maintain language-rich environments (Dickinson & Porche, 2011; Gonzalez et al., 2014; Whorrall & Cabell, 2016). In Western countries, Early Childhood Education (ECE) programs encompass home- and center-based childcare, preschool programs, as well as publicly funded Pre-K initiatives like Head Start (Burchinal et al., 2011; Soliday Hong et al., 2015). A language-rich environment is a core component of ECE programs that are widely recognized for their instrumental contribution to strengthening children’s school readiness and development (Reynolds et al., 2017). Children’s interactions and relationships with their CPs underlie numerous developmental benefits of ECE programs (Hatfield et al., 2016). Moreover, research has found that positive relationships between children and CPs are important and can be particularly protective for children experiencing adversity (Lipscomb et al., 2014). Despite the importance of positive relationships between children and CPs, turnover among CPs is prevalent, disrupting these essential connections, primarily due to the inherent stress and challenges in this profession (Totenhagen et al., 2016). In Western countries, CPs often receive low salaries and limited benefits (Whitebook et al., 2018). Additionally, they have little time for lesson planning or professional development, and many of them experience exhaustion and burnout while taking care of large numbers of children, often with complex support needs (Grant et al., 2019; Totenhagen et al., 2016; Whitebook et al., 2018). Still, research examining how CPs contribute to supporting early language development in Saudi Arabia is fairly limited. Gaining insights into what CPs know about child language development is fundamental, as it provides instrumental knowledge about their thinking. This knowledge aids in better understanding CPs’ behaviors, guided by the belief that individuals’ decisions are best indicated by their beliefs throughout their lives (Bandura, 1986). The knowledge and beliefs (self-efficacy) of CPs influence their perceptions and judgments, thereby affecting their behavior in the classroom. Therefore, measuring their knowledge and understanding their beliefs are essential steps toward improving CPs’ professional preparation and teaching practices (Pajares, 1992). 1.1 Childcare Providers and Knowledge of Child Language Development Knowledge in domains related to child language development is crucial for CPs in facilitating children’s language development for several reasons. CPs with knowledge in child language development can recognize potential language delays or difficulties in children at an early stage which can allow for timely intervention and support. Such knowledge enables CPs to tailor their interactions and instruction to meet the needs of children under their care and instruction by providing appropriate language-rich environments, activities, and materials to support language growth and engage children at their developmental level. Additionally, research has shown the importance of positive ECP–child interactions for learning and development in children in general, with associations found between higher-quality interactions and the cognitive, linguistic, and social skills of children (Mashburn et al., 2008). Côté et al. (2013) found that children who experience high levels of childcare quality at ages 2, 3, and 4 had positive associations with numeracy, receptive vocabulary, and school readiness scores at age 4. Their results suggest that the quality of ECP–child interactions during the preschool years, particularly in supporting the development of language, has a positive impact on children’s cognitive development. Reinforcing and fostering children’s language development during infancy and the preschool years is critical for later academic and social success. However, research has shown that CPs may miss opportunities to engage children in conversations that are beneficial for fostering the development of strong language skills (Torr & Pham, 2016; Whorrall & Cabell, 2016). Providing tailored content for the developmental level of children being served helps in creating ideal learning environments and designing goal-oriented activities (Fang, 1996; Pajares, 1992; Shavelson & Stern, 1981). In almost all classrooms, CPs are expected to develop materials and extracurricular activities that meet the needs of their students and the guidelines of the academic governing bodies. CPs are also expected to know that when teaching content is beyond the developmental levels of students, increased stress levels can be observed among children as well as negatively impact their dispositions toward learning and their abilities as learners (Burts et al., 1990, 1992; Katz et al., 2014). Additionally, it is well-demonstrated in the literature that CPs’ beliefs about educational practices are shaped by the training they receive (Brown & Rose, 1995). CPs play a vital role in supporting children’s language development by being attuned to verbal and non-verbal cues and understanding the various stages of language acquisition. For instance, toddlers’ use of verbal sounds to refer to objects marks a crucial step in their communication development. It is essential for CPs to engage with preverbal infants and children in conversation, recognizing the significance of gestures like pointing as highlighted by Colonnesi et al., (2010). Additionally, maintaining joint attention emerges as a predictive factor, with more joint attention correlating with a more positive impact on children’s language development (Baldwin, 2014; Tomasello & Farrar., 1986). It is also evident that the quality and quantity of input used by caregivers in early childhood settings is crucial for promoting language development (Topping et al., 2013; Torr & Pham, 2016). CPs should also be well-versed in language-promoting strategies, including the advantages associated with dialogic reading practices. Utilizing children’s favorite books or engaging in repeated readings of the same book, as suggested by Holdaway (1982) and Parkes (2023), has been established in the literature as effective, eliminating the need for entirely new material to enhance children’s language skills. 1.2 Childcare Providers’ Perceived Self-Efficacy The concept of self-efficacy was first introduced by Bandura (1997), who defined it as “beliefs in one’s capacity to organize and execute the courses of action required to produce given attainments” (p. 3). In the field of education, research defines teachers’ self-efficacy beliefs as the “teacher’s beliefs in his or her own capability to organize and execute courses of action required to accomplish a specific teaching task in a particular context” (Tschannen-Moran et al., 1998, p. 233). People who are confident in their ability to perform a task tend to achieve better outcomes. This is because they put in more effort, persevere through challenges, and devise strategies to handle situations (Bandura, 1997). As a disposition, self-efficacy beliefs are not stable. They can develop and change over time (Von Suchodoletz et al., 2018). Self-efficacy beliefs in CPs can be changed, and they can be strengthened with preparation, effective professional development, and support (Ciyer et al., 2010; Von Suchodoletz et al., 2018; Wyatt, 2010). Wyatt (2010, 2013) associated growth in a teacher’s self-efficacy beliefs to the development of practical knowledge that was predictive of experiences of success. Furthermore, Wyatt (2010, 2013) found that engaging in reflective experiences with mentors supported the development of more positive self-efficacy beliefs. The impact of self-efficacy beliefs on CPs’ successful professional and teaching behaviors may differ from that of elementary and secondary school teachers. This is because of the unique characteristics of early childhood education that may hinder generalizing results to ECE program environments. The association between high CPs’ self-efficacy and positive teaching behaviors and student outcomes is reasonable. Teachers with a strong sense of self-efficacy tend to exhibit greater levels of planning, organization, and enthusiasm in teaching and can persist in the face of difficulties with students (Rimm-Kaufman & Hamre, 2010). Research has shown that teacher efficacy predicts student achievement and teachers’ implementation of innovative programs (Ciyer et al., 2010). Various factors can impact CPs’ self-efficacy beliefs and several of these factors were investigated and explored. One of such factors is the number of years of experience. Research indicates that novice teachers often exhibit lower self-efficacy beliefs compared to more experienced teachers (Tschannen-Moran and Hoy, 2007). However, conflicting findings exist, with some studies suggesting no significant correlation between years of experience and self-efficacy beliefs (Pas et al., 2012; Tschannen-Moran & Johnson, 2011). Another crucial factor explored is CPs’ level of education. Some studies have found a significant positive relationship between higher levels of education and CPs’ self-efficacy beliefs (Tschannen-Moran & Johnson, 2011). Conversely, other studies have concluded that there is no significant association between the level of education and the self-efficacy beliefs of CPs (Pas et al., 2012). 1.3 The Professional Development of Childcare Providers It is important to explore the professional development of CPs in early childhood education centers, as it serves as a quality indicator with strong potential links to child outcomes, especially language-related ones. Research indicates that CPs who receive training in early childhood education and best practices tend to demonstrate greater sensitivity and provide richer language experiences when interacting with children (Fukkink & Lont, 2007). This is evident in the higher language levels of children attending high-quality centers where CPs engage in extensive professional development (Burchinal et al., 2002). Markussen-Brown et al. (2017) have synthesized evidence on the association between professional development programs targeting language and literacy and child outcomes. Their results suggest that language-focused professional development can improve language and literacy education in preschool and early childcare settings. Despite the pivotal role language plays in children’s development during their early years, many childcare providers lack sufficient training in language development and support (Grifenhagen & Dickinson, 2023). A thorough examination of the literature reveals the wide range of topics covered in professional development programs for childcare providers. Some of these topics are related to academic skills, such as language (Girolametto et al., 2007; Piasta et al., 2012) and literacy (Goodrich et al., 2017; Tyler et al., 2014). Language and literacy have received more attention than other areas, likely due to the consensus on the importance of early language and literacy for later academic achievement (Markussen-Brown et al., 2017). The findings from these reviews suggest that professional development for CPs is an effective means to improve language skills, as evidenced by positive associations with children’s phonological awareness and alphabet knowledge (Brunsek et al., 2020). Scarinci et al., (2015) evaluated the impact of an in-service education program on early childhood educators’ knowledge of language development and their use of language-promoting strategies with young children. They found that an in-service education program led to a significant increase in early childhood educators’ knowledge of child language development and language-promoting strategies. This increase in knowledge also corresponded with a rise in educators’ confidence and awareness of their roles in facilitating language development. 1.4 Early Childhood Care and Education in Saudi Arabia Early childhood education in Saudi Arabia is undergoing rigorous planning, transformation, and advancement in alignment with the Saudi Vision 2030. In the country, early childhood care and education is traditionally divided into two types of settings: nurseries, which provide care for children aged 0-3 years, and kindergartens, which provide both care and instruction for children aged 3-6 years (Aljabreen & Lash, 2016). In both types of settings, all workers in both public and private schools are female (Alrasheed, 2018). According to the Saudi Ministry of Human Resources and Social Development (2024), there are several types of private childcare centers in Saudi Arabia, including independent, workplace-based, and home-based centers, among others. These centers accommodate children in four age groups: newborns to under 2 years, 2 to under 4 years, 4 to under 6 years, and 6 to under 10 years. Staffing guidelines for independent childcare centers specify four children in the first group, one CP for every eight children in the second group, one CP for every ten children in the third group, and one CP for every fourteen children in the fourth group. Home-based centers require one CP for every two children in the first group, one CP for every three children in the second group, and one CP for every five children in the third group. All CPs must be at least 21 years old and have at least a high school diploma, along with certified training or educational qualifications in childhood care and a first aid certification. As stated by Alghamdi & Ernest (2019), kindergarten is the earliest stage of education in the kingdom and is considered a preparation for formal schooling. The main goals of kindergarten education in Saudi Arabia center on promoting fair and inclusive education of high standard, as well as fostering lifelong learning prospects for children through a comprehensive approach that addresses their physical, social, emotional, and cognitive growth (Saudi Ministry of Education, 2022). As highlighted by Alghamdi & Ernest (2019), the growing awareness of the significance of early education before elementary school has led to an increased demand for competent and well-prepared CPs. According to Gahwaji (2013), the qualifications required for preschool teachers in Saudi Arabia vary widely. While 56% of preschool teachers possess bachelor’s degrees, a significant 76% of these teachers do not have degrees in early childhood education. In private schools, 78% of preschool teachers hold high school diplomas (Gahwaji, 2013). Expanding on the preceding discussion, it is undeniably crucial to foster the language abilities of young children in the realm of early childhood education. Therefore, our study seeks to examine the readiness of childcare providers in this pivotal role. By thoroughly exploring the current profiles of CPs, assessing their knowledge in child language development, gauging their self-efficacy levels, and exploring the professional training they have received, we aim to paint a comprehensive picture. Additionally, we aim to identify the training needs sought by CPs and uncover potential variables that may impact these critical aspects. It is noteworthy that existing research on these multifaceted topics is scarce, underscoring the significance and novelty of our study in contributing valuable insights to the field of early childhood education. This study explores the intricate interplay of three pivotal factors shaping child language development: CPs’ knowledge of child language development, their perceived self-efficacy, and their engagement in professional development. Employing a questionnaire to gather data on these elements, our investigation explores the correlations between CPs’ knowledge of child language development, their self-efficacy perceptions, educational background, years of experience, and the overall count of attended professional development workshops. Furthermore, we aim to identify potential variables predicting CPs’ knowledge and self-efficacy and explore unmet needs in terms of professional development. The insights gained will illuminate the current landscape surrounding infants, toddlers, and preschool children in Saudi Arabia. Notably, our study breaks new ground as there is a dearth of prior research on the connections between Saudi childcare providers’ knowledge of children’s language development and their self-efficacy, educational level, years of experience, and the extent of professional development workshops attended. Understanding these connections is fundamental, as CPs’ knowledge and self-efficacy are intertwined elements that influence both their practices and the developmental outcomes for children. Additionally, there is a notable gap in understanding the predictors of CPs’ self-efficacy in Saudi Arabia. Exploring both CPs’ knowledge and self-efficacy, along with their professional profiles, will provide a comprehensive view of the factors shaping early childcare in the kingdom. By unravelling these associations, our research lays the groundwork for developing effective practices and policies in the country’s early childhood education sector. This is a pivotal step toward elevating the quality of care provided to young children and fostering their language development. Moreover, our holistic approach will help identify specific areas where targeted interventions and professional development can enhance CPs’ overall competence and confidence. In particular, this study seeks to answer the following research questions: RQ1. What is the profile of CPs in Saudi Arabia in terms of their knowledge of child language development, perceived self-efficacy, training received, and training sought? RQ2. What are the associations between CPs’ knowledge of child language development and their level of education, years of experience, perceived self-efficacy, and training received? RQ3. What are the associations between CPs’ self-efficacy and their level of education, years of experience, knowledge of child language development, and training received? Our first research question sets the foundation by examining the general landscape and current status of CPs' knowledge and professional experiences. The second question builds on RQ1 by deepening the analysis to investigate how CPs’ knowledge interacts with various professional factors such as education and experience. Finally, the third question ties the findings together by exploring how CPs’ professional background and knowledge directly impact their self-efficacy, offering insights into key predictors of professional confidence. Together, these research questions provide a cohesive framework for understanding the interplay between knowledge, self-efficacy, and professional development in early childhood education. 2. Methods 2.1 Ethical Approval Ethical approval was obtained from the research ethics committee of King Saud University and was conducted in accordance with the Helsinki Declaration. 2.2 Participants A total of 551 female respondents filled out the study’s questionnaire (childcare principals: 87, childcare supervisors: 209, childcare workers: 215, childcare worker assistants: 11, special needs teachers: 1, others including administrators and cleaners: 27, and 1 unspecified). Informed consent was obtained from the participants to participate in the current study. Inclusion criteria included individuals who had direct relationships with children, including childcare principals, childcare supervisors, childcare workers, and childcare assistants. Exclusion criteria included individuals who worked solely in administrative tasks or cleaning roles. After excluding data from administrators and cleaners, data from 524 respondents were used in this study. The attrition rate for completing the section on knowledge about child language development (the SPEAK questionnaire) was 27.4%, as 144 participants did not complete this part. For the section on self-efficacy beliefs, the attrition rate was 30.3%, as 159 participants did not complete this part. Regarding the portion on professional development and received training, the attrition rate was 31.6%, as 166 participants did not indicate any received training and left this part completely empty. Table 1 shows the demographic characteristics of the final sample. Table 1 Demographic Characteristics of The Final Sample Job Title Number of CPs % Childcare principals 87 16.60 Childcare supervisors 209 39.88 Childcare workers 215 41.03 Childcare worker assistants 11 2.09 Special needs teacher 1 0.19 Unspecified 1 0.19 Levels benefiting from CPs’ care services Level 1 (Newborns to 2 years old) 234 44.65 Level 2 (2 to 4 years old) 344 65.64 Level 3 (4 to 6 years old) 341 65.07 Level 4 (6 to 10 years old) 125 23.85 Levels CPs provide care for simultaneously One level 231 44.08 Two levels 72 13.74 Three levels 115 21.94 Four levels 81 15.45 Not specified 25 4.77 CPs and special education holds a certificate in special education and works at a center that accepts special needs children 20 3.81 works at a center that accepts special needs children but does not hold a certificate in special education 55 10.49 works at a center that does not accept special needs children 440 83.96 Not specified 9 1.71 Number of children served per day 12 238 45.41 Not working with children directly 71 13.54 Years of work experience < 3 231 44.08 3 - 7 187 35.68 8 years or more 106 20.22 Education level Highschool 69 13.16 Diploma 45 8.58 Undergraduate degree 374 71.37 Postgraduate degree 28 5.34 Others (Elementary & Intermediate) 6 1.14 Not specified 2 0.38 Major Early childhood education 132 25.19 Special education 30 5.72 Psychology 24 4.58 English language 38 7.25 Sociology 36 6.87 Religious studies (Islamic) 32 6.10 Administration-related 43 8.20 Arabic language 17 3.24 Home economics 12 2.29 Other majors 79 15.07 Not majored yet 75 14.31 Not specified 6 1.14 Age Below 18 1 0.19 18 - 24 39 7.44 25 - 30 141 26.90 31 - 50 317 60.49 51+ 26 4.96 City Riyadh 117 22.32 Jeddah 93 17.74 Dammam 60 11.45 Al-Ahsa 55 10.49 Makkah 33 6.29 Others 166 31.67 Center accepting children with special needs? Number of Centers % Yes 77 14.69 No 442 84.35 Not specified 5 0.95 Childcare Type Independent childcare center 445 84.92 On-site childcare center 63 12.02 Home-based childcare center 9 1.71 Hajj and Umrah childcare center 2 0.38 Government-based special needs center 1 0.19 Childminding center in malls 1 0.19 2.3 Procedure Through collaboration with the Early Childhood Management Department in the Ministry of Human Resources and Social Development in Saudi Arabia, 35 supervisors overseeing more than 1,120 nurseries and preschools in all regions of Saudi Arabia were contacted. The supervisors were provided with a survey link, which they then electronically shared with the directors of the centers and nurseries. Subsequently, the survey was distributed to CPs. Throughout the data collection period, three reminders were sent to the supervisors to re-share the survey with nursery directors. The data collection spanned from March 14, 2023, to May 14, 2023. To encourage candid responses, participating CPs were not required to provide their names. They were only asked to share their phone numbers and emails if they wished to enter a raffle, with the chance to win one of six tablets, as compensation for their participation. 2.4 Materials A questionnaire (see Appendix A) was developed consisting of four parts. The first part focused on demographic information. The second part focused on CPs’ knowledge of child language development. The third part explored CPs’ perceived self-efficacy, while the fourth part addressed the number of attended and sought professional development workshops among CPs. The full questionnaire was administered in Arabic. 2.4.1 Part 1: Demographic Information Childcare providers reported on their age, educational level, major, years of experience, and current job title. They also reported on the type of childcare center where they work, indicating whether it accepts children with special needs and specifying the age groups of children they serve per day. 2.4.2 Part 2: CPs’ Knowledge of Child Language Development To assess the existing knowledge of CPs in child language development, we employed the Survey of Parents’/Providers’ Expectations And Knowledge (SPEAK) by Suskind et al. (2016). This survey was originally developed for measuring parental knowledge of child language development. Using Suskind et al. (2016)’s framework as a guide, the questionnaire was translated and tailored for children under three years of age, aligned with the age range cared for by Early Childhood Providers. In order to ensure suitability for self-administration, the design was geared towards CPs who provide services to children below school age. This questionnaire comprises 30 evidence-based items across five domains related to language development including language acquisition, dialogic reading, support for math learning, predictors of school success, and screen media viewing habits. The items investigate the lasting impact of caregivers’ language input, methods for maintaining child engagement, and realistic expectations of child language behavior. Test-retest reliability analysis, conducted with a control group, yielded a coefficient of r = 0.75 ( p = .003), indicating the instrument’s reliability (Suskind et al., 2016). Respondents, in this adaptation for CPs, used a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree), to rate each item. 2.4.3 Part 3: CPs’ Self-Efficacy The segment of the current study’s questionnaire assessing CPs’ self-efficacy was adapted from Perren et al. (2017) and translated into Arabic. Initially part of an unpublished German self-report questionnaire developed by Perren & Herrmann in 2014, this tool evaluates child-centredness in professionals’ attitudes, self-efficacy, and educational practices. As detailed by Perren et al. (2017), the questionnaire consists of three domains: professionals’ self-efficacy, attitudes, and educational practices. Each domain encompasses three subscales: child participation (CP), child as an active learner (AL), and learning environment (LE). Given the paper’s focus on CPs’ knowledge and perceived self-efficacy, only the domain of professionals’ self-efficacy was used in this study and is described here. The child participation subscale measures the recognition and inclusion of each child as a unique individual. The child as active learner subscale assesses professionals’ acknowledgment of children as active learners, allowing autonomous exploration. The learning environment subscale evaluates professionals’ efforts in creating a stimulating and versatile learning environment for children. According to Perren et al. (2017), the domain of professionals’ self-efficacy adhered to specific rules for item phrasing: items begin with “ I” (i.e., subjective beliefs of the respondent are the focus), express abilities or skills (e.g., “ can” or “ am able to” ), and include a level of difficulty in performing the described action (e.g., “ even though” ) or require an explicit resource that is needed to perform the specified task. These explicit rules were also considered when translating the items to Arabic. This domain in Perren et al. (2017) comprises nine items describing self-efficacy, with each subscale (i.e., CP, AL, and LE) represented by three items. Participants were asked to indicate their agreement with the statements, with response options ranging from 1 = totally disagree to 5 = totally agree , where higher ratings indicated greater self-efficacy. 2.4.4 Part 4: Professional Development of CPs The fourth part of the questionnaire, developed by the authors, was used to gather information from CPs regarding their professional development. The questionnaire consisted of two questions. The first was a multiple-choice question (MCQ) which asked CPs to select the training topics they received from a list of 11 general topics (See Appendix A for details). The second was also an MCQ question which asked CPs to specify the general topics for which they would like hands-on training, with the same 11 topics as the first question. 2.5 Data Analysis The study employed a quantitative method to address its three questions. RStudio 4.0.3 (2020) was utilized for data management and analysis. For RQ1, descriptive statistics were used to report on the profile of CPs mainly using numbers and percentages. Additionally, a frequency analysis was performed to identify the most in-demand/ sought-after workshop topics needed by CPs. For RQ2, correlation analyses were conducted to examine the associations between CPs’ knowledge of child language development (using the results of the SPEAK questionnaire) and variables including CPs’ level of education, years of experience, perceived self-efficacy, and total number of attended professional development workshops. For RQ3, a regression model was constructed to explore variables predicting CPs’ self-efficacy. 2.6 Data Processing 2.6.1 Coding of Part 2: CPs’ knowledge of child language development Based on previous literature, as laid out in Suskind et al. (2016), items were considered correct or incorrect. Each questionnaire item was evaluated and categorized as either “correct= 1” or “not correct= 0” by consolidating positive and negative response options into two main categories: agree or disagree. All neutral responses and unanswered questions were considered not correct= 0’. The overall score for each ECP’s correct responses was then calculated, with the maximum achievable score being 30, representing thirty questions answered correctly. 2.6.2 Coding of Part 3: CPs’ Self-Efficacy Each item in the questionnaire was evaluated and categorized as either “yes= 1” or “no= 0” by combining the positive and negative response options into two main categories: agree or disagree. All neutral responses and unanswered questions were considered as “no= 0.” A total score is calculated by summing the scores for each of the 9 items, yielding a maximum possible score of 9 for each ECP. Higher scores reflect stronger self-efficacy. 2.6.3 Coding of Part 4: Professional Development of CPs Each item in this section was evaluated and categorized as either “yes= 1” or “no= 0.” All unanswered questions were considered as “no= 0,” following the common practice of scoring unanswered questions as 0 since both unanswered and incorrect answers are treated as non-responsive or incorrect in analysis. A total score is calculated by summing the scores for each of the 11 items of both taken and sought-after topics. 3. Results The results of the present study are presented in alignment with the order of the research questions. 3.1 Profile of CPs in Saudi Arabia (RQ1) 3.1.1 CPs’ Education and Field of Study The demographic information reported earlier, as shown in Table 1, indicates that 71% of the surveyed CPs possess an undergraduate degree, while 22% have completed high school or obtained a diploma level after high school. Only 25% of the CPs have a degree in early childhood studies, while 59% hold a degree in other fields, including psychology, sociology, languages, Islamic studies, and administration-related studies. Fifteen percent have not majored yet. 3.1.2 CPs’ Knowledge of Child Language Development The data presented in Table 2 reflects the total scores out of 30 achieved by CPs on the SPEAK measure, designed to assess knowledge of child language development. Notably, 44% of the surveyed CPs demonstrated a higher level of knowledge by scoring between 21 and 27. Additionally, 56% of CPs fell within the score range of 11 to 20, indicating a moderate level of knowledge. Only two CPs scored below 11, suggesting a relatively low occurrence of participants with lower levels of knowledge in child language development. Overall, the distribution of scores highlights a varying degree of competence among CPs in their knowledge of concepts related to child language development, with a majority demonstrating moderate to high levels of knowledge. Table 2 Scores of CPs on the SPEAK Measure Total score out of 30 Number of CPs % 27 1 0.3 26 5 1.3 25 14 3.7 24 21 5.5 23 35 9.2 22 42 11.1 21 48 12.6 20 52 13.7 19 36 9.5 18 34 8.9 17 32 8.4 16 17 4.5 15 12 3.2 14 15 4.0 13 9 2.4 12 1 0.3 11 4 1.1 10 2 0.5 Note ., Total score = 30; n = 380 Table 3 shows the SPEAK questionnaire items and CPs’ responses with means and standard deviations. As illustrated in the table, CPs demonstrated, on average, a 66% accuracy in responding to the statements. This suggests that nearly two-thirds of the surveyed CPs possess a commendable level of knowledge in child language development. Specifically, CPs scored the highest, averaging 68%, in the predictors of school readiness domain, while the support for math learning domain recorded the lowest average score of 62%. The histogram in Figure 1 reveals a bell-shaped distribution, with higher bars in the central region than on the sides. This pattern indicates that the majority of CPs scored moderately to high on the SPEAK measure, suggesting a commendable level of knowledge in language development. The central concentration of scores signifies a prevalent trend towards moderate to high proficiency, contributing to a well-balanced distribution across the spectrum of language development knowledge among the surveyed CPs. Table 3 SPEAK Questionnaire Items and Responses with Means and Standard Deviations Domain Questionnaire Items for SPEAK Mean SD % Strongly Disagree Disagree Unsure Agree Strongly Agree Correct rate a Language acquisition 1. Using baby-talk (i.e. talking in a simple way and sing-song voice) helps babies learn how to talk 0.37 0.48 19.5 26.1 3.2 37.9 13.4 51.3 2. Children learn fewer words when adults talk with a warm quiet tone. 0.38 0.49 19.5 32.9 4.2 28.9 14.5 52.4 3. Babies should be able to see your face when you talk to them. 0.70 0.46 0.0 3.2 1.6 41.3 53.9 95.2 4. By the age of 3, children answer questions just as quickly as adults. 0.56 0.450 20.8 56.3 4.2 17.9 0.8 77.1 5. Parents should not talk back when their toddlers use ‘baby-talk’ (like when they say “ba-ba” instead of “teddy bear”). 0.39 0.49 10.0 43.2 3.9 35.8 7.1 53.2 6. Pointing to things is one way that babies learn how to talk. 0.43 0.50 10.5 26.8 3.4 47.9 11.3 59.2 7. Adults cannot have conversations with babies who can’t talk yet. 0.62 0.49 26.3 59.2 2.1 10.3 2.1 85.5 8. Children learn fewer words when they don’t pay attention to what you’re saying. 0.51 0.50 4.5 20.8 5.0 58.4 11.3 69.7 9. Parents need to know a lot of big words to teach children how to talk. 0.34 0.48 9.5 37.9 2.9 37.9 11.8 47.4 Dialogic reading practices 10. You cannot teach children anything new by reading them the same book over and over. 0.55 0.50 23.9 52.1 1.8 20.3 1.8 76.0 11. Parents who have trouble reading can help their children learn how to read books. 0.42 0.49 5.8 27.9 8.2 46.8 11.3 58.1 12. Some books should be kept where babies can reach them. 0.63 0.48 1.8 9.7 1.1 54.2 33.2 87.4 13. When reading with toddlers, you should always read all of the words on one page before moving on to the next page. 0.27 0.45 2.6 35.3 4.7 46.6 10.8 37.9 14. Two-year-olds should do their best to listen quietly when you read to them. 0.43 0.50 11.1 48.2 5.5 29.2 6.1 59.3 15. Children can learn from looking at books by themselves before they know how to read. 0.60 0.49 3.9 10.3 2.9 58.7 24.2 82.9 Support for math learning 16. Saying numbers and counting are the only ways you can help toddlers get ready to learn math in school. 0.31 0.46 10.3 32.6 1.6 44.5 11.1 42.9 17. Toddlers need to learn how to count before they can understand math. 0.09 0.28 2.9 9.2 3.9 60.3 23.7 12.1 18. Talking about the difference between tall and short teaches toddlers about math. 0.60 0.49 1.1 9.7 6.3 66.1 16.8 82.9 19. It’s best for children to wait until they are old enough for school to learn about math. 0.65 0.48 30.8 58.2 2.1 7.6 1.3 89.0 20. Children are learning about math when they learn the names of different shapes (like triangles and squares). 0.59 0.49 2.6 13.4 2.9 64.2 16.8 81.0 Predictors of school success 21. Children who know fewer words when they start school will probably do worse in third grade than their classmates who know more words. 0.38 0.49 2.9 35.3 9.7 43.7 8.4 52.1 22. Talking to children cannot make them smarter. 0.66 0.47 42.1 48.7 0.5 6.3 2.4 90.8 23. How many words 3-year-olds know can predict how well they might do in kindergarten. 0.52 0.50 2.4 19.7 5.5 61.6 10.8 72.4 24. Children should be told what to do instead of given choices. 0.45 0.50 18.7 43.9 1.8 31.8 3.7 62.6 25. How many words 3-year-olds know cannot predict how many new words they will learn during their lifetime. 0.27 0.44 6.8 30.3 9.7 46.1 7.1 37.1 26. Talking to 3-year-olds can help them do better in school. 0.69 0.46 0.3 3.2 1.8 58.4 36.3 94.7 27. It’s the school’s responsibility to make sure children learn how to read and do math. 0.51 0.50 16.8 53.2 5.0 22.9 18.42 70.0 Screen viewing habits 28. Watching educational content is good for children of all ages. 0.14 0.34 3.2 15.8 4.2 58.4 18.4 19.0 29. Having conversations with adults while watching screens can help 3-year-olds learn new words. 0.63 0.48 2.4 8.2 2.4 69.21 17.89 87.1 30. The more screens children under 2 watch by themselves the more words they learn. 0.60 0.49 41.6 41.3 4.5 11.6 1.1 82.9 Note. n = 380. a Correct rate: The responses most consistent with international literature (shaded in gray). 3.1.3 CPs’ Self-Efficacy Table 4 displays scores of CPs on the self-efficacy measure. The majority of CPs (87%) scored between 7 and 9, indicating high self-efficacy. Table 5 presents the self-efficacy questionnaire items along with corresponding responses, means, and standard deviations. As depicted in the table, CPs exhibited an average score of 89% on the self-efficacy measure, indicative of high overall self-efficacy. More specifically, CPs attained the highest average score of 93% in the Learning Environment domain, showcasing robust confidence in this aspect. Conversely, the lowest average score of 83% was observed in the Child as Active Learner domain. The histogram in Figure 2 shows a left-skewed distribution, indicating that more CPs scored higher on the self-efficacy measure. As visually evident in the graph, the majority of scores cluster towards the higher end of the scale, suggesting a prevalent trend of elevated self-efficacy among the surveyed CPs. Table 4 Scores of CPs on the Perceived Self-Efficacy Measure Total Number of CPs % 9 185 50.7 8 88 24.1 7 46 12.6 6 29 7.9 5 6 1.6 4 7 1.9 2 1 0.3 1 2 0.5 Note . Total score is 9; n = 365 Table 5 Self-Efficacy Questionnaire Items and Responses with Means and Standard Deviations Domain Questionnaire Items for Self-Efficacy Mean SD % 1 Totally disagree 2 Disagree 3 Unsure 4 Agree 5 Totally agree Correct rate a CP 1. I can ask about children’s concerns and respect them, even if the children are very shy or cannot yet speak fluently. 0.63 0.48 0.8 5.2 2.7 60.8 29.3 90.1 2. I show interest in children’s ideas and incorporate them, even though I’d rather follow another programme. 0.66 0.47 1.1 2.2 2.2 64.9 29.6 94.5 3. I can be interested in children’s opinions and views and consider them, even if I’m under time pressure. 0.62 0.49 0.5 7.4 3.3 61.9 26.8 88.8 AL 4. I’m able to support children in their autonomous exploration of the environment, even when children are anxious. 0.65 0.48 0.5 4.7 2.5 66.1 26.3 92.3 5. I can show interest as an observer without intervening, even when I get impatient. 0.56 0.50 1.6 12.1 6.3 61.1 18.9 80.0 6. I can tolerate the children approaching things in their own way, even if I know a better solution. 0.55 0.50 1.4 17.0 4.1 53.2 24.4 77.5 LE 7. I can provide diverse play areas and materials, even when the resources of the institution are limited. 0.62 0.49 1.4 4.9 4.9 61.1 27.7 88.8 8. I can awaken children’s curiosity about new experiences, even if they show little interest at first. 0.68 0.47 0.5 1.1 1.9 61.4 35.1 96.4 9. I can structure the learning environment in such a way that all children in the group find suitable challenges, even when their needs are very different. 0.66 0.48 1.1 3.1 2.5 64.9 28.5 93.4 Note. n = 365; CP = Child participation; AL = Child as Active Learner; LE = Learning Environment. a Correct rate: The total of 4 (agree) and 5 (totally agree) responses for each item Frequency analysis explored the training participation of CPs in 11 topics, aiming to ascertain the number of CPs who participated in each topic and the number of those indicating interest in workshops on these subjects. This analysis offers insights into the extent of engagement and demand for the specified training topics among CPs, shedding light on areas of interest and potential knowledge and skill gaps. Table 6 shows the results of this analysis. Table 6 Professional Workshops Received and Sought by CPs CPs receiving training CPs seeking training Workshop topic N % N % Effective communication with children and their families 147 41.06 130 36.31 Directing and controlling behavior 132 36.87 162 45.25 Preparing the learning environment 114 31.84 111 31 Knowledge of the characteristics of children’s language development 96 26.81 138 38.54 Program planning and development 96 26.81 167 46.64 Crisis and risk management 93 25.97 154 43.01 Evaluation and assessment of children’s development 92 25.69 125 34.91 Understanding the characteristics of children’s emotional and social development 89 24.86 134 37.43 Assessment of child development and learning 84 23.46 110 30.72 Activating the partnership with the family 73 20.39 110 30.72 Knowledge of child food and nutrition 73 20.39 81 22.62 Note . n = 358 3.2 The Association Between CPs’ Knowledge in Child Language Development and Other Variables (RQ2) In examining the correlation between CPs’ knowledge in child language development and their level of education, Pearson’s product-moment correlation did not reveal a significant association ( p = .27). Similarly, no association was found between CPs’ knowledge in child language development and their years of work experience, as indicated by Pearson’s product-moment correlation analysis ( p = .486). However, a highly significant positive association was observed between CPs’ knowledge in child language development and their perceived self-efficacy, Pearson’s product-moment correlation coefficient revealed ( r = 0.89, p < .001). This suggests that as CPs’ knowledge of child language development increases, their perceived self-efficacy increases. Regarding the association between CPs’ knowledge in child language development and the total number of professional development workshops they attended, Pearson’s product-moment correlation analysis indicated a moderate positive relationship ( r = 0.43, p < .001). 3.3 Predictors of CPs’ Self-Efficacy (RQ3) The regression model results revealed significant associations between CPs’ self-efficacy and the following predictors: CPs’ knowledge of child language acquisition, level of education, and total number of attended professional development workshops. The model accounted for approximately 76.96 % of the variance in CPs’ self-efficacy (adjusted R^2 = 0.7696). For more detailed information on the specific beta coefficients and p-values, refer to Table 7. Table 7 Regression Model Results for Predictors of CPs’ Self-Efficacy Estimate SE t CI 2.5% CI 97.5% p Knowledge in child language development 0.33930 *** 0.00977 34.729 0.32010847 0.35849590 < .001 CPs’ level of education -0.25436 ** 0.09315 -2.731 -0.43735446 -0.07137350 .006533 CPs’ years of work experience -0.01904 0.02790 -0.683 -0.07384989 0.03576046 .495116 CPs’ number of professional development workshops 0.16844 *** 0.02948 5.713 0.11051955 0.22635468 < .001 Note . Multiple R-squared: 0.7714, Adjusted R-squared: 0.7696, F-Statistic: 437.8 on 4 and 519 Df * p ≤ .05. ** p ≤ .01. *** p ≤ .001 4. Discussion Childcare providers (CPs) substantially shape the linguistic development of young children (Phaire, 2022; Scarinci et al., 2015). It is thus crucial to explore the extent of knowledge that CPs possess regarding the key factors that play a significant role in child language development and to investigate their training or professional development needs. This study had three main aims. The first aim was to explore the profiles of early CPs in Saudi Arabia in terms of their knowledge of child language development, perceived self-efficacy, the training they received, and the training they needed. The second aim was to examine the associations between the knowledge of children’s language development among CPs and their level of education, years of experience, perceived self-efficacy, and training received. The third aim was to explore the factors predicting CPs self-efficacy beliefs. Our findings address each of the research questions in a cohesive manner. First, by profiling the CPs, we identified the general state of their knowledge, training, and confidence, setting a critical baseline for understanding the broader landscape of childcare providers (RQ1). We then investigated how key factors such as educational background and years of experience influence CPs’ knowledge of child language development (RQ2), revealing important insights into how these variables interact. Lastly, our analysis demonstrated how these same factors, along with knowledge of child language development, predict CPs’ self-efficacy (RQ3), highlighting the interconnectedness of professional knowledge and confidence. Together, our findings contribute to a more integrated understanding of how CPs’ professional experiences and knowledge shape their ability to effectively support early childhood language development, offering important implications for policy and practice. In addressing the first research question, it is noteworthy that 71% of the surveyed CPs possess an undergraduate degree, while 22% have completed high school or obtained a diploma level after high school. A comparison with Gahwaji’s (2013) findings reveals a positive trend: the percentage of CPs with a bachelor’s degree has increased from 56% in 2013 to 71% in 2023, as evidenced in our study. Despite the clear importance of having qualified teachers with a background in early childhood studies for providing care to young children, and in alignment with the focus of Vision 2030 on early childhood education, it is concerning that a significant portion of those entrusted with this responsibility are not specializing in early childhood. This trend appears consistent with the data reported by Gahwaji (2013), indicating that 76% of preschool teachers in Saudi Arabia lacked a degree in early childhood at that time. Similarly, our current study reflects a persistent scenario, with only a quarter of the surveyed CPs majoring in early childhood education. Astonishingly, this aspect seems to have remained largely unchanged over the past decade, raising critical questions about the alignment of educational qualifications with the demands of early childhood education. CPs demonstrated, on average, a 66% accuracy in responding to the SPEAK statements, suggesting that nearly two-thirds of the CPs possess a commendable level of knowledge in child language development. This finding aligns with previous studies emphasizing the importance of CPs having a strong foundation in language development (Brodin & Renblad, 2020; Justice et al., 2018). While earlier research indicates that preschool teachers showed uncertainty in their beliefs about language and literacy (Lynch & Owston, 2015), the current findings seem to suggest progress on a national level in this area, indicating that a substantial proportion of CPs may have a solid understanding of language development. Similarly, in exploring the self-efficacy scores of CPs in the current study, a substantial 87% demonstrated high self-efficacy, scoring between 7 and 9 on the measure. Researchers argue that high self-efficacy in childcare providers can positively impact children’s vocabulary development (Guo et al., 2010). In alignment with these findings, our study explored specific domains of self-efficacy, revealing that CPs exhibited the highest self-efficacy (93%) in the Learning Environment domain and the lowest (83%) in the Child as Active Learner domain. These domains are crucial in shaping the educational landscape for young learners. The Learning Environment domain reflects the educators’ confidence in creating a stimulating and versatile learning atmosphere, while the Child as Active Learner domain gauges their belief in fostering children’s autonomy and engagement in the learning process (Perren et al., 2017). This nuanced examination of self-efficacy domains sheds light on the multifaceted nature of CPs’ beliefs and underscores the importance of targeted interventions to bolster self-efficacy in specific areas. These findings add to the literature on the importance of self-efficacy of CPs in providing research-based education focused on the child. The findings suggest that CPs’ self-confidence in their knowledge of child language development could potentially increase the use of child-centered language strategies among childcare providers. The frequency analysis of professional development needs among CPs in the current study revealed interesting insights. There is an evident need for training by looking at the number of CPs seeking additional knowledge in the topics provided, suggesting potential gaps in knowledge or skills. Assessing current training levels showed varying degrees of expertise among CPs in these areas, with some topics indicating a need for more training opportunities. By contrasting the number of trained CPs against those seeking training, we could identify priority areas for future development programs. Specifically, topics on which more CPs received training included effective communication with children and their families, directing and controlling behavior, and preparing the learning environment. On the other hand, topics on which more CPs expressed interest in additional training were program planning and development, directing and controlling behavior, and crisis and risk management. Fewer CPs were interested in receiving training on child food and nutrition and activating the partnership with the family. Using correlation analysis in RQ2 and regression analysis in RQ3 revealed significant positive associations between CPs’ knowledge in child language development, as measured by SPEAK, and their perceived self-efficacy, as each one predicts the other. In other words, the more knowledge CPs had about child language development, the more confident they felt about their abilities. Similarly, the more confident CPs felt about their abilities, the higher knowledge scores they had. This is in line with previous work in childhood education that found a relationship between teachers’ perceived knowledge and their self-efficacy for teaching (Guo et al, 2011; Martinussen et al., 2015). Martinussen et al. (2015) found a significant correlation between educators’ perceived knowledge of child language development and their confidence in instructing phonemic awareness. Research indicates that CPs’ knowledge of the factors involved in child language development is essential, not only for facilitating language learning by providing a rich linguistic environment for young children (Justice et al., 2018), but also for identifying children with speech and language needs (Scarinci et al., 2015). Research examining the relationship between maternal self-efficacy and child language development suggests that, at 18 months, receptive language skills in children can be positively correlated with maternal self-efficacy (Albarran & Reich, 2014). This may be attributed to the fact that mothers who feel more confident tend to engage in more conversations with their children, which in turn promotes language development. Given that adults in the child’s environment, whether at home or in school settings, play a pivotal role in stimulating language development, it is reasonable to consider that a similar trend observed with maternal knowledge of child language may extend to caregivers working with young children in nursery settings. We did not find an association between CPs’ knowledge in child language development and their years of work experience or their level of education. Vartuli (1999) did not find any evidence to suggest that kindergarten teachers’ scores on their knowledge of developmentally appropriate practices were higher with increased years of teaching experience or higher levels of education. In fact, previous research reported mixed results concerning the relationship between educators’ knowledge of language and literacy competencies and their years of experience. Schachter et al. (2016) reported a negative correlation between teachers’ years of teaching experience and language and literacy instructional methods. In education, it is also reported that years of experience do not consistently correlate with teachers’ pedagogical knowledge (Graham et al., 2020). One possible explanation for the absence of a positive association between CPs’ years of experience and knowledge in child language development is that practitioners with longer years of experience could feel that the practices they use with younger children are not up-to-date. In a metaanalysis that examined the link between the number of years educators have spent working in early childhood education and care environments and the developmental results of children, it was found that the number of years an educator has worked is not associated with better knowledge and quality of teaching (Mcmullen et al., 2020). Studies on the relationship between the knowledge that childcare providers have on factors related to language development and professional development show considerable variability (Markussen-Brown et. al., 2017). Our research supports earlier studies demonstrating a moderate positive correlation between CPs’ knowledge of child language development and their participation in professional development courses. Recent research reported that training centered on language equips practitioners with essential and lasting knowledge regarding children’s learning processes and strategies to enhance their language growth (Kidd & Rowland, 2021). Although our findings do not conclusively determine whether professional development training actually enhances CPs’ knowledge, the importance of this finding lies in its implication that such training appears to increase practitioners’ confidence in their knowledge of child development. Our results indicate that the years of work experience of CPs were not associated with their perceived self-efficacy. This finding, despite being counterintuitive, aligns with the results reported by Guo et al. (2010), where they found a negative relationship between preschool teachers’ self-efficacy and years of experience. Although some previous studies show a positive relationship between years of experience and reported self-efficacy (McMullen, 1999; Parrila et al., 2023), others report a lack of relationship between years of work experience and CPs’ perceived self-efficacy in knowledge of child development (Guo et al., 2011; Vartuli, 1999). Additionally, Klassen and Chiu (2010) showed that the relationship between teachers’ self-efficacy and their years of experience was not linear. They found that teachers’ self-efficacy increased with experience among teachers in the early and middle stages of their careers, but this trend reversed, showing a decline for teachers in the later stages of their career. It appears that additional years of experience of working with children may not necessarily enhance educators’ teaching abilities and perceived self-efficacy (Guo et al., 2011). One potential explanation is that long-term practitioners may experience professional fatigue or burnout, which might lead to less confidence in their abilities. Jeon et al. (2018) reported that early years teachers’ experience did not positively influence their psychological well-being. Our findings suggest that the most significant positive predictors of CPs’ self-efficacy are knowledge in child language acquisition and the number of attended professional development workshops. As discussed earlier, previous research in early childhood education shows that teachers who have more knowledge about the best practices in child development tend to have higher self-efficacy ratings (McMullen, 1999). In addition, the number of attended workshops related to child development is also a predictor of self-efficacy ratings among CPs. This finding adds to existing studies that reported a relationship between CPs’ knowledge and professional development. For example, Scarinci et al. (2015) found that in-service education programs for early childhood educators increased knowledge and confidence among them in language development and language-promoting strategies for young children. While research shows that the added knowledge that professionals acquire from professional development strengthen strategies that enhance language development in preschool children (Grifenhagen & Dickinson, 2023), the current study adds to literature by showing that childcare providers potentially experience enhanced self-efficacy in their knowledge following training focused on child development. The level of education of CPs exhibited a negative association with self-efficacy ratings, a trend not commonly reported in prior research. However, there are studies that did not find a relationship between the level of education and self-efficacy ratings. For example, Abu-Jaber et al. (2010) reported no significant differences in the beliefs of teachers regarding Developmentally Appropriate Practice (DAP) based on educational attainment. In our study, it is noteworthy that almost a quarter of our sample does not hold a bachelor’s degree. One plausible interpretation is that CPs with higher levels of education might be more cognizant of the complexities involved in childhood development, leading them to be critical of their professional competencies. This nuanced perspective challenges the assumption that higher levels of education always positively influence self-efficacy and contributes to a more comprehensive understanding of the factors influencing CPs’ self-efficacy ratings. This study has several strengths. The comprehensive approach taken in this study contributes to its strength. By investigating not only the knowledge of childcare providers in child language development but also their self-efficacy ratings and the interplay between these factors and other relevant variables (such as educational level, years of experience, and professional training), the study provides a more holistic understanding of the factors influencing language skills promotion in young children. This multifaceted exploration allows for a nuanced analysis, offering insights into the complex dynamics shaping CPs’ abilities to support language development in the early childhood setting. The inclusion of various dimensions ensures a richer and more comprehensive assessment of the factors at play, enhancing the study’s overall robustness and relevance to real-world scenarios in early childhood education. Another notable strength of this study lies in its contextual setting within Saudi Arabia, a non-Western environment. This aspect imparts significant value to the research, given that the majority of existing research in early childhood education and language development is predominantly based on Western contexts. Conducting this study in Saudi Arabia aims to contribute not only to diversifying the geographical representation in the field but also to enriching the global understanding of dynamics in early childhood education. The inclusion of this non-Western perspective introduces the potential for varied insights, shedding light on practices and norms that may differ from those observed in Western settings. This broader and more diverse scope enhances the study’s contribution to the field, making it relevant and applicable to a wider range of educational contexts worldwide. In addition to its geographical contribution, this study provides crucial insights into the knowledge, self-efficacy, and training needs of CPs in Saudi Arabia. The detailed examination of these aspects is essential for informing decision-makers involved in planning and improving the early childhood education sector. Understanding the strengths and areas of improvement among CPs is vital for crafting effective policies and targeted interventions. Given the focus on language development in the early years, a topic of paramount importance for children’s future academic, social, emotional, and cognitive skills, the findings of this study have broad implications for the country’s educational landscape. This information equips stakeholders with valuable data to shape policies and practices that can positively impact multiple facets of a child’s life, contributing to their holistic development and success across various domains. One limitation of this study is that we used a self-reported measure. It is important to acknowledge that, being a self-reported measure, it might lead to either an underestimation or overestimation of CPs’ knowledge and perceived self-efficacy. The self-efficacy measure used is a tool previously employed in other studies (Guo et al., 2011), and it has been established as both valid and reliable. Future research may look into how factors such as CPs’ self-efficacy rating, knowledge of child language development, years of experience and level of education may contribute to children’s language outcomes, particularly in terms of receptive or productive vocabulary. In conclusion, this study contributes novel insights into the landscape of childcare providers (CPs) in Saudi Arabia, shedding light on their knowledge of child language development, self-efficacy, and the intricate interplay between these elements and other factors like years of experience, level of education, and professional training. Notably, the findings challenge conventional assumptions, revealing that conventional benchmarks such as years of experience or educational levels may not be reliable predictors of higher self-efficacy or advanced knowledge in language development. Instead, the study emphasizes the crucial role of ongoing professional development and up-to-date knowledge in enhancing CPs’ confidence. Moving forward, future research endeavors should explore the nuanced dynamics of CPs’ experiences, consider diverse cultural contexts, and delve deeper into the impact of specific professional development programs on language development outcomes. Furthermore, these findings underscore the importance of policy interventions that prioritize continuous and relevant professional development to ensure that early childhood education practices align with contemporary knowledge in child language development, thereby fostering optimal learning environments for young children. Declarations Ethical Approval Ethical approval was obtained from the research ethics committee of King Saud University and was conducted in accordance with the Helsinki Declaration. The Study’s Questionnaire (Translated to English) In collaboration with the Ministry of Human Resources and Social Development’s Child Care Services, researchers at the Faseeh initiative are conducting this study to identify the training needs of childcare providers in childcare centers across Saudi Arabia. This study has received approval from the Ethics Committee for Scientific Research at King Saud University. The estimated time for participation in this study is approximately 10 minutes. You are not required to provide any personal information except for your mobile number or email if you wish to enter the draw for one of six Samsung Galaxy Tab A7 Lite Tablets. For any inquiries or comments, please contact Dr. Roaa Al-Sulaiman via email at [email protected] . The results and recommendations of this study will be utilized to enhance the services provided, and your opinion is highly valued. To participate, click the "Next" button to begin answering the questions. The Study’s Questionnaire (Arabic) الاحتياجات التدريبية في مراكز ضيافة الأطفال في السعودية أهلاً بِـــكِ بالتعاون مع إدارة الرعاية اليومية للأطفال بوزارة الموارد البشرية والتنمية الاجتماعية، يعمل خبراء مبادرة فصيح على هذه الدراسة والتي تهدف إلى معرفة الاحتياجات التدريبية لمقدمات الرعاية في مراكز ضيافة الأطفال في السعودية. حَصَلَت هذه الدراسة على موافقة لجنة أخلاقيات الأبحاث العلمية بجامعة الملك سعود. مدة المشاركة في الدراسة هي 10 دقائق تقريباً. لا تحتاجين إلى تقديم أي معلومات شخصية للمشاركة في هذه الدراسة، ما عدا رقم الجوال أو الإيميل إذا كنتِ ترغبين في الدخول على السحب على 6 أجهزة ذكية Samsung Galaxy Tab A7 Lite Tablet في حال وجود أي إستفسار أو ملاحظة، الرجاء التواصل مع د. رؤى السليمان عبر البريد الإلكتروني [email protected] سيتم الاستفادة من نتائج وتوصيات هذه الدراسة في تحسين الخدمات المقدمة، ولذلك رأيـُكِ يهمنا كثيرا. إذا كنت ترغبين في المشاركة، الرجاء الضغط على زر " التالي" للبدء في الإجابة على الأسئلة. Funding details Author Contribution All authors contributed to the study's conception and design. Material preparation, data collection and analysis were performed by KA, AA1, HA, RA, and AA2. The first draft of the manuscript was written by KA, AA1, and HA and all authors commented on previous versions of the manuscript. The final manuscript was prepared for submission by HA. All authors read and approved the final manuscript. Acknowledgement The authors express their appreciation to all the childcare providers who participated in this study. Gratitude is also extended to the Ministry of Human Resources and Social Development in Saudi Arabia for their support in recruiting participants, and to Al Muhaidib Social Foundation and Ynmo, who made this study possible. This research is part of the Faseeh Initiative, which aims to provide free virtual early screening and intervention for language disorders to 10,000 children in Saudi Arabia. Data Availability The data supporting the findings of this study are available from the authors upon reasonable request. References Abu-Jaber, M., Al-Shawareb, A., & Gheith, E. (2010). Kindergarten teachers’ beliefs toward developmentally appropriate practice in Jordan. Early Childhood Education Journal , 38 (1), 65–74. https://doi.org/10.1007/s10643-010-0379-z Albarran, A. S., & Reich, S. M. (2014). Using baby books to increase new mothers‘ self‐efficacy and improve toddler language development. Infant and Child Development , 23 (4), 374–387. https://doi.org/10.1002/icd.1832 Alghamdi, A. A., & Ernest, J. M. (2019). Teachers’ beliefs about developmentally appropriate practices in Saudi Arabia. International Journal of Child Care and Education Policy , 13 , 1–16. Aljabreen, H. H., & Lash, M. (2016). Preschool education in Saudi Arabia: Past, present, and future. Childhood Education , 92 (4), 311–319. https://doi.org/10.1080/00094056.2016.1208011 Alrasheed, B. (2018). 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Introduction","content":"\u003cp\u003eThe first five years of a child\u0026rsquo;s life are critical for language development (Hart \u0026amp; Risley, 1995; Romeo et al., 2018; Weisleder \u0026amp; Fernald, 2013). This developmental process is known to be entrenched, slowly evolving, and highly sophisticated (Joseph et al., 2022). It is important to recognize the full weight of language as a foundational skill that should never be overlooked or underestimated, given its crucial role in children\u0026rsquo;s overall success and achievements (Storch \u0026amp; Whitehurst, 2002; Tabors et al., 2001). To foster such development, one needs intricate knowledge and profound understanding and awareness of how the linguistic system is acquired and developed.\u003c/p\u003e\n\u003cp\u003eChildcare Providers (CPs), a term we use in this paper as inclusive of providers and teachers of children ranging in age from 0 to 6 years old, are considered the primary caregivers for children in nurseries and preschools. Research demonstrates that children, particularly those from low-income households who are at risk for language delays, are able to develop strong receptive and expressive language abilities when CPs\u0026nbsp;create and maintain language-rich environments (Dickinson \u0026amp; Porche, 2011; Gonzalez et al., 2014; Whorrall \u0026amp; Cabell, 2016). In Western countries, Early Childhood Education (ECE) programs encompass home- and center-based childcare, preschool programs, as well as publicly funded Pre-K initiatives like Head Start (Burchinal et al., 2011; Soliday Hong et al., 2015). A language-rich environment is a core component of ECE programs that are widely recognized for their instrumental contribution to strengthening children\u0026rsquo;s school readiness and development (Reynolds et al., 2017). Children\u0026rsquo;s interactions and relationships with their\u0026nbsp;CPs\u0026nbsp;underlie numerous developmental benefits of ECE programs (Hatfield et al., 2016). Moreover, research has found that positive relationships between children and\u0026nbsp;CPs\u0026nbsp;are important and can be particularly protective for children experiencing adversity (Lipscomb et al., 2014).\u003c/p\u003e\n\u003cp\u003eDespite the importance of positive relationships between children and\u0026nbsp;CPs, turnover among CPs is prevalent, disrupting these essential connections, primarily due to the inherent stress and challenges in this profession (Totenhagen et al., 2016). In Western countries, CPs often receive low salaries and limited benefits (Whitebook et al., 2018). Additionally, they have little time for lesson planning or professional development, and many of them experience exhaustion and burnout while taking care of large numbers of children, often with complex support needs (Grant et al., 2019; Totenhagen et al., 2016; Whitebook et al., 2018).\u003c/p\u003e\n\u003cp\u003eStill, research examining how\u0026nbsp;CPs contribute to supporting early language development in Saudi Arabia is fairly limited. Gaining insights into what CPs know about child language development is fundamental, as it provides instrumental knowledge about their thinking. This knowledge aids in better understanding CPs\u0026rsquo; behaviors, guided by the belief that individuals\u0026rsquo; decisions are best indicated by their beliefs throughout their lives (Bandura, 1986). The knowledge and beliefs (self-efficacy) of CPs influence their perceptions and judgments, thereby affecting their behavior in the classroom. Therefore, measuring their knowledge and understanding their beliefs are essential steps toward improving CPs\u0026rsquo; professional preparation and teaching practices (Pajares, 1992).\u003c/p\u003e\n\u003ch2\u003e1.1 Childcare Providers and Knowledge of Child Language Development\u003c/h2\u003e\n\u003cp\u003eKnowledge in domains related to child language development is crucial for\u0026nbsp;CPs in facilitating children\u0026rsquo;s language development for several reasons. CPs with knowledge in child language development can recognize potential language delays or difficulties in children at an early stage which can allow for timely intervention and support. Such knowledge enables CPs to tailor their interactions and instruction to meet the needs of children under their care and instruction by providing appropriate language-rich environments, activities, and materials to support language growth and engage children at their developmental level. Additionally, research has shown the importance of positive ECP\u0026ndash;child interactions for learning and development in children in general, with associations found between higher-quality interactions and the cognitive, linguistic, and social skills of children (Mashburn et al., 2008). C\u0026ocirc;t\u0026eacute; et al. (2013) found that children who experience high levels of childcare quality at ages 2, 3, and 4 had positive associations with numeracy, receptive vocabulary, and school readiness scores at age 4. Their results suggest that the quality of ECP\u0026ndash;child interactions during the preschool years, particularly in supporting the development of language, has a positive impact on children\u0026rsquo;s cognitive development.\u003c/p\u003e\n\u003cp\u003eReinforcing and fostering children\u0026rsquo;s language development during infancy and the preschool years is critical for later academic and social success. However, research has shown that\u0026nbsp;CPs may miss opportunities to engage children in conversations that are beneficial for fostering the development of strong language skills (Torr \u0026amp; Pham, 2016; Whorrall \u0026amp; Cabell, 2016). Providing tailored content for the developmental level of children being served helps in creating ideal learning environments and designing goal-oriented activities (Fang, 1996; Pajares, 1992; Shavelson \u0026amp; Stern, 1981). In almost all classrooms, CPs are expected to develop materials and extracurricular activities that meet the needs of their students and the guidelines of the academic governing bodies. CPs are also expected to know that when teaching content is beyond the developmental levels of students, increased stress levels can be observed among children as well as negatively impact their dispositions toward learning and their abilities as learners (Burts et al., 1990, 1992; Katz et al., 2014). Additionally, it is well-demonstrated in the literature that CPs\u0026rsquo; beliefs about educational practices are shaped by the training they receive (Brown \u0026amp; Rose, 1995).\u003c/p\u003e\n\u003cp\u003eCPs\u0026nbsp;play a vital role in supporting children\u0026rsquo;s language development by being attuned to verbal and non-verbal cues and understanding the various stages of language acquisition. For instance, toddlers\u0026rsquo; use of verbal sounds to refer to objects marks a crucial step in their communication development. It is essential for\u0026nbsp;CPs\u0026nbsp;to engage with preverbal infants and children in conversation, recognizing the significance of gestures like pointing as highlighted by Colonnesi et al., (2010). Additionally, maintaining joint attention emerges as a predictive factor, with more joint attention correlating with a more positive impact on children\u0026rsquo;s language development (Baldwin, 2014; Tomasello \u0026amp; Farrar., 1986). It is also evident that the quality and quantity of input used by caregivers in early childhood settings is crucial for promoting language development (Topping et al., 2013; Torr \u0026amp; Pham, 2016).\u0026nbsp;CPs\u0026nbsp;should also be well-versed in language-promoting strategies, including the advantages associated with dialogic reading practices. Utilizing children\u0026rsquo;s favorite books or engaging in repeated readings of the same book, as suggested by Holdaway (1982) and Parkes (2023), has been established in the literature as effective, eliminating the need for entirely new material to enhance children\u0026rsquo;s language skills.\u003c/p\u003e\n\u003ch2\u003e1.2 Childcare Providers\u0026rsquo; Perceived Self-Efficacy\u003c/h2\u003e\n\u003cp\u003eThe concept of self-efficacy was first introduced by\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eBandura (1997), who defined it as \u0026ldquo;beliefs in one\u0026rsquo;s capacity to organize and execute the courses of action required to produce given attainments\u0026rdquo; (p. 3). In the field of education, research defines teachers\u0026rsquo; self-efficacy beliefs as the \u0026ldquo;teacher\u0026rsquo;s beliefs in his or her own capability to organize and execute courses of action required to accomplish a specific teaching task in a particular context\u0026rdquo; (Tschannen-Moran et al., 1998, p. 233). People who are confident in their ability to perform a task tend to achieve better outcomes. This is because they put in more effort, persevere through challenges, and devise strategies to handle situations (Bandura, 1997).\u003c/p\u003e\n\u003cp\u003eAs a disposition, self-efficacy beliefs are not stable. They can develop and change over time (Von Suchodoletz et al., 2018). Self-efficacy beliefs in\u0026nbsp;CPs can be changed, and they can be strengthened with preparation, effective professional development, and support (Ciyer et al., 2010; Von Suchodoletz et al., 2018; Wyatt, 2010). Wyatt (2010, 2013) associated growth in a teacher\u0026rsquo;s self-efficacy beliefs to the development of practical knowledge that was predictive of experiences of success. Furthermore, Wyatt (2010, 2013) found that engaging in reflective experiences with mentors supported the development of more positive self-efficacy beliefs.\u003c/p\u003e\n\u003cp\u003eThe impact of self-efficacy beliefs on\u0026nbsp;CPs\u0026rsquo; successful professional and teaching behaviors may differ from that of elementary and secondary school teachers. This is because of the unique characteristics of early childhood education that may hinder generalizing results to ECE program environments. The association between high CPs\u0026rsquo; self-efficacy and positive teaching behaviors and student outcomes is reasonable. Teachers with a strong sense of self-efficacy tend to exhibit greater levels of planning, organization, and enthusiasm in teaching and can persist in the face of difficulties with students (Rimm-Kaufman \u0026amp; Hamre, 2010). Research has shown that teacher efficacy predicts student achievement and teachers\u0026rsquo; implementation of innovative programs (Ciyer et al., 2010).\u003c/p\u003e\n\u003cp\u003eVarious factors can impact\u0026nbsp;CPs\u0026rsquo; self-efficacy beliefs and several of these factors were investigated and explored. One of such factors is the number of years of experience. Research indicates that novice teachers often exhibit lower self-efficacy beliefs compared to more experienced teachers (Tschannen-Moran and Hoy, 2007). However, conflicting findings exist, with some studies suggesting no significant correlation between years of experience and self-efficacy beliefs (Pas et al., 2012; Tschannen-Moran \u0026amp; Johnson, 2011).\u003c/p\u003e\n\u003cp\u003eAnother crucial factor explored is\u0026nbsp;CPs\u0026rsquo; level of education. Some studies have found a significant positive relationship between higher levels of education and CPs\u0026rsquo; self-efficacy beliefs (Tschannen-Moran \u0026amp; Johnson, 2011). Conversely, other studies have concluded that there is no significant association between the level of education and the self-efficacy beliefs of CPs (Pas et al., 2012).\u003c/p\u003e\n\u003ch2\u003e1.3 The Professional Development of Childcare Providers\u0026nbsp;\u003c/h2\u003e\n\u003cp\u003eIt is important to explore the professional development of\u0026nbsp;CPs in early childhood education centers, as it serves as a quality indicator with strong potential links to child outcomes, especially language-related ones. Research indicates that CPs who receive training in early childhood education and best practices tend to demonstrate greater sensitivity and provide richer language experiences when interacting with children (Fukkink \u0026amp; Lont, 2007). This is evident in the higher language levels of children attending high-quality centers where CPs engage in extensive professional development (Burchinal et al., 2002). Markussen-Brown et al. (2017) have synthesized evidence on the association between professional development programs targeting language and literacy and child outcomes. Their results suggest that language-focused professional development can improve language and literacy education in preschool and early childcare settings. Despite the pivotal role language plays in children\u0026rsquo;s development during their early years, many childcare providers lack sufficient training in language development and support (Grifenhagen \u0026amp; Dickinson, 2023).\u003c/p\u003e\n\u003cp\u003eA thorough examination of the literature reveals the wide range of topics covered in professional development programs for\u0026nbsp;childcare providers. Some of these topics are related to academic skills, such as language (Girolametto et al., 2007; Piasta et al., 2012) and literacy (Goodrich et al., 2017; Tyler et al., 2014). Language and literacy have received more attention than other areas, likely due to the consensus on the importance of early language and literacy for later academic achievement (Markussen-Brown et al., 2017). The findings from these reviews suggest that professional development for CPs is an effective means to improve language skills, as evidenced by positive associations with children\u0026rsquo;s phonological awareness and alphabet knowledge (Brunsek et al., 2020). Scarinci et al., (2015) evaluated the impact of an in-service education program on early childhood educators\u0026rsquo; knowledge of language development and their use of language-promoting strategies with young children. They found that an in-service education program led to a significant increase in early childhood educators\u0026rsquo; knowledge of child language development and language-promoting strategies. This increase in knowledge also corresponded with a rise in educators\u0026rsquo; confidence and awareness of their roles in facilitating language development.\u003c/p\u003e\n\u003ch2\u003e1.4 Early Childhood Care and Education in Saudi Arabia\u003c/h2\u003e\n\u003cp\u003eEarly childhood education in Saudi Arabia is undergoing rigorous planning, transformation, and advancement in alignment with the Saudi Vision 2030. In the country, early childhood care and education is traditionally divided into two types of settings: nurseries, which provide care for children aged 0-3 years, and kindergartens, which provide both care and instruction for children aged 3-6 years (Aljabreen \u0026amp; Lash, 2016). In both types of settings, all workers in both public and private schools are female (Alrasheed, 2018).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAccording to the Saudi Ministry of Human Resources and Social Development (2024), there are several types of private childcare centers in Saudi Arabia, including independent, workplace-based, and home-based centers, among others. These centers accommodate children in four age groups: newborns to under 2 years, 2 to under 4 years, 4 to under 6 years, and 6 to under 10 years. Staffing guidelines for independent childcare centers specify four children in the first group, one CP for every eight children in the second group, one CP for every ten children in the third group, and one CP for every fourteen children in the fourth group. Home-based centers require one CP for every two children in the first group, one CP for every three children in the second group, and one CP for every five children in the third group. All CPs must be at least 21 years old and have at least a high school diploma, along with certified training or educational qualifications in childhood care and a first aid certification.\u003c/p\u003e\n\u003cp\u003eAs stated by Alghamdi \u0026amp; Ernest (2019), kindergarten is the earliest stage of education in the kingdom and is considered a preparation for formal schooling. The main goals of kindergarten education in Saudi Arabia center on promoting fair and inclusive education of high standard, as well as fostering lifelong learning prospects for children through a comprehensive approach that addresses their physical, social, emotional, and cognitive growth (Saudi Ministry of Education, 2022).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAs highlighted by Alghamdi \u0026amp; Ernest (2019), the growing awareness of the significance of early education before elementary school has led to an increased demand for competent and well-prepared\u0026nbsp;CPs. According to Gahwaji (2013), the qualifications required for preschool teachers in Saudi Arabia vary widely. While 56% of preschool teachers possess bachelor\u0026rsquo;s degrees, a significant 76% of these teachers do not have degrees in early childhood education. In private schools, 78% of preschool teachers hold high school diplomas (Gahwaji, 2013).\u003c/p\u003e\n\u003cp\u003eExpanding on the preceding discussion, it is undeniably crucial to foster the language abilities of young children in the realm of early childhood education. Therefore, our study seeks to\u0026nbsp;examine the readiness of childcare providers in this pivotal role. By thoroughly exploring the current profiles of CPs, assessing their knowledge in child language development, gauging their self-efficacy levels, and exploring the professional training they have received, we aim to paint a comprehensive picture. Additionally, we aim to identify the training needs sought by CPs and uncover potential variables that may impact these critical aspects. It is noteworthy that existing research on these multifaceted topics is scarce, underscoring the significance and novelty of our study in contributing valuable insights to the field of early childhood education.\u003c/p\u003e\n\u003cp\u003eThis study explores the intricate interplay of three pivotal factors shaping child language development:\u0026nbsp;CPs\u0026rsquo; knowledge of child language development, their perceived self-efficacy, and their engagement in professional development. Employing a questionnaire to gather data on these elements, our investigation explores the correlations between CPs\u0026rsquo; knowledge of child language development, their self-efficacy perceptions, educational background, years of experience, and the overall count of attended professional development workshops. Furthermore, we aim to identify potential variables predicting CPs\u0026rsquo; knowledge and self-efficacy and explore unmet needs in terms of professional development. The insights gained will illuminate the current landscape surrounding infants, toddlers, and preschool children in Saudi Arabia.\u003c/p\u003e\n\u003cp\u003eNotably, our study breaks new ground as there is a dearth of prior research on the connections between Saudi\u0026nbsp;childcare providers\u0026rsquo; knowledge of children\u0026rsquo;s language development and their self-efficacy, educational level, years of experience, and the extent of professional development workshops attended. Understanding these connections is fundamental, as CPs\u0026rsquo; knowledge and self-efficacy are intertwined elements that influence both their practices and the developmental outcomes for children. Additionally, there is a notable gap in understanding the predictors of CPs\u0026rsquo; self-efficacy in Saudi Arabia. Exploring both CPs\u0026rsquo; knowledge and self-efficacy, along with their professional profiles, will provide a comprehensive view of the factors shaping early childcare in the kingdom. By unravelling these associations, our research lays the groundwork for developing effective practices and policies in the country\u0026rsquo;s early childhood education sector. This is a pivotal step toward elevating the quality of care provided to young children and fostering their language development. Moreover, our holistic approach will help identify specific areas where targeted interventions and professional development can enhance CPs\u0026rsquo; overall competence and confidence.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn particular, this study seeks to answer the following research questions:\u003c/p\u003e\n\u003cp\u003eRQ1. What is the profile of CPs in Saudi Arabia in terms of their knowledge of child language development, perceived self-efficacy, training received, and training sought?\u003c/p\u003e\n\u003cp\u003eRQ2. What are the associations between CPs\u0026rsquo; knowledge of child language development and their level of education, years of experience, perceived self-efficacy, and training received?\u003c/p\u003e\n\u003cp\u003eRQ3. What are the associations between CPs\u0026rsquo; self-efficacy and their level of education, years of experience, knowledge of child language development, and training received?\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eOur first research question sets the foundation by examining the general landscape and current status of CPs\u0026apos; knowledge and professional experiences. The second question builds on RQ1 by deepening the analysis to investigate how CPs\u0026rsquo; knowledge interacts with various professional factors such as education and experience. Finally, the third question ties the findings together by exploring how CPs\u0026rsquo; professional background and knowledge directly impact their self-efficacy, offering insights into key predictors of professional confidence. Together, these research questions provide a cohesive framework for understanding the interplay between knowledge, self-efficacy, and professional development in early childhood education.\u003c/p\u003e"},{"header":"2. Methods","content":"\u003ch2\u003e2.1 Ethical Approval\u003c/h2\u003e\n\u003cp\u003eEthical approval was obtained from the research ethics committee of King Saud University and was conducted in accordance with the Helsinki Declaration.\u003c/p\u003e\n\u003ch2\u003e2.2 Participants\u003c/h2\u003e\n\u003cp\u003eA total of 551 female respondents filled out the study\u0026rsquo;s questionnaire (childcare principals: 87, childcare supervisors: 209, childcare workers: 215, childcare worker assistants: 11, special needs teachers: 1, others including administrators and cleaners: 27, and 1 unspecified). Informed\u0026nbsp;consent\u0026nbsp;was obtained from the participants to participate in the current study. Inclusion criteria included individuals who had direct relationships with children, including childcare principals, childcare supervisors, childcare workers, and childcare assistants. Exclusion criteria included individuals who worked solely in administrative tasks or cleaning roles. After excluding data from administrators and cleaners, data from 524 respondents were used in this study.\u003c/p\u003e\n\u003cp\u003eThe attrition rate for completing the section on knowledge about child language development (the SPEAK questionnaire) was 27.4%, as 144 participants did not complete this part. For the section on self-efficacy beliefs, the attrition rate was 30.3%, as 159 participants did not complete this part. Regarding the portion on professional development and received training, the attrition rate was 31.6%, as 166 participants did not indicate any received training and left this part completely empty.\u003c/p\u003e\n\u003cp\u003eTable 1 shows the\u0026nbsp;demographic characteristics of the final sample.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"570\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTable 1\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003eDemographic Characteristics of The Final Sample\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eJob Title\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of CPs\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eChildcare principals\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e16.60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eChildcare supervisors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e209\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e39.88\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eChildcare workers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e215\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e41.03\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eChildcare worker assistants\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.09\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eSpecial needs teacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e0.19\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eUnspecified\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e0.19\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLevels benefiting from CPs\u0026rsquo; care services\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eLevel 1 (Newborns to 2 years old)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e234\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e44.65\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eLevel 2 (2 to 4 years old)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e344\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e65.64\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eLevel 3 (4 to 6 years old)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e341\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e65.07\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eLevel 4 (6 to 10 years old)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e23.85\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLevels CPs provide care for simultaneously\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eOne level\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e231\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e44.08\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eTwo levels\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e13.74\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eThree levels\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e115\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e21.94\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eFour levels\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e15.45\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eNot specified\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e4.77\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCPs and special education\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eholds a certificate in special education and works at a center that accepts special needs children\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e3.81\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eworks at a center that accepts special needs children but does not hold a certificate in special education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e10.49\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eworks at a center that does not accept special needs children\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e440\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e83.96\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eNot specified\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e1.71\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of children served per day\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u0026lt;12\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e215\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e41.03\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u0026gt;12\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e238\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e45.41\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eNot working with children directly\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e71\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e13.54\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eYears of work experience\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u0026lt; 3\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e231\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e44.08\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e3 - 7\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e187\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e35.68\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e8 years or more\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e106\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e20.22\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eEducation level\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eHighschool\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e13.16\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eDiploma\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e8.58\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eUndergraduate degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e374\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e71.37\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003ePostgraduate degree\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e5.34\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eOthers (Elementary \u0026amp; Intermediate)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e1.14\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eNot specified\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e0.38\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMajor\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eEarly childhood education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e25.19\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eSpecial education\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e5.72\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003ePsychology\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e4.58\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eEnglish language\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e38\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e7.25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eSociology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e6.87\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eReligious studies (Islamic)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e6.10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eAdministration-related\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e8.20\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eArabic language\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e3.24\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eHome economics\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.29\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eOther majors\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e15.07\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eNot majored yet\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e14.31\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eNot specified\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e1.14\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eBelow 18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e0.19\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e18 - 24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e7.44\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e25 - 30\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e141\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e26.90\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e31 - 50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e317\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e60.49\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e51+\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e4.96\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCity\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eRiyadh\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e117\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e22.32\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eJeddah\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e17.74\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eDammam\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e11.45\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eAl-Ahsa\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e10.49\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eMakkah\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e6.29\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eOthers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e166\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e31.67\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCenter accepting children with special needs?\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of Centers\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e77\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e14.69\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e442\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e84.35\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eNot specified\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e0.95\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eChildcare Type\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eIndependent childcare center\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e445\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e84.92\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eOn-site childcare center\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e12.02\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eHome-based childcare center\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e1.71\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eHajj and Umrah childcare center\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e0.38\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eGovernment-based special needs center\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e0.19\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 392px;\"\u003e\n \u003cp\u003eChildminding center in malls\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e0.19\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003e2.3 Procedure \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/h2\u003e\n\u003cp\u003eThrough collaboration with the Early Childhood Management Department in the Ministry of Human Resources and Social Development in Saudi Arabia, 35 supervisors overseeing more than 1,120 nurseries and preschools in all regions of Saudi Arabia were contacted. The supervisors were provided with a survey link, which they then electronically shared with the directors of the centers and nurseries. Subsequently, the survey was distributed to\u0026nbsp;CPs. Throughout the data collection period, three reminders were sent to the supervisors to re-share the survey with nursery directors. The data collection spanned from March 14, 2023, to May 14, 2023. To encourage candid responses, participating CPs were not required to provide their names. They were only asked to share their phone numbers and emails if they wished to enter a raffle, with the chance to win one of six tablets, as compensation for their participation.\u003c/p\u003e\n\u003ch2\u003e2.4 Materials\u003c/h2\u003e\n\u003cp\u003eA questionnaire (see Appendix A) was developed consisting of four parts. The first part focused on demographic information. The second part focused on\u0026nbsp;CPs\u0026rsquo; knowledge of child language development. The third part explored CPs\u0026rsquo; perceived self-efficacy, while the fourth part addressed the number of attended and sought professional development workshops among CPs. The full questionnaire was administered in Arabic.\u003c/p\u003e\n\u003ch2\u003e2.4.1 \u003cstrong\u003ePart 1: Demographic Information\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eChildcare providers reported on their age, educational level, major, years of experience, and current job title. They also reported on the type of childcare center where they work, indicating whether it accepts children with special needs and specifying the age groups of children they serve per day.\u003c/p\u003e\n\u003ch2\u003e2.4.2 \u003cstrong\u003ePart 2: CPs\u0026rsquo; Knowledge of Child Language Development\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eTo assess the existing knowledge of\u0026nbsp;CPs in child language development, we employed the Survey of Parents\u0026rsquo;/Providers\u0026rsquo; Expectations And Knowledge (SPEAK) by Suskind et al. (2016). This survey was originally developed for measuring parental knowledge of child language development. Using Suskind et al. (2016)\u0026rsquo;s framework as a guide, the questionnaire was translated and tailored for children under three years of age, aligned with the age range cared for by Early Childhood Providers. In order to ensure suitability for self-administration, the design was geared towards CPs who provide services to children below school age.\u003c/p\u003e\n\u003cp\u003eThis questionnaire comprises 30 evidence-based items across five domains related to language development including language acquisition, dialogic reading, support for math learning, predictors of school success, and screen media viewing habits. The items investigate the lasting impact of caregivers\u0026rsquo; language input, methods for maintaining child engagement, and realistic expectations of child language behavior. Test-retest reliability analysis, conducted with a control group, yielded a coefficient of \u003cem\u003er\u003c/em\u003e = 0.75 (\u003cem\u003ep\u003c/em\u003e = .003), indicating the instrument\u0026rsquo;s reliability (Suskind et al., 2016). Respondents, in this adaptation for CPs, used a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree), to rate each item.\u003c/p\u003e\n\u003ch2\u003e2.4.3 \u003cstrong\u003ePart 3: CPs\u0026rsquo; Self-Efficacy\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe segment of the current study\u0026rsquo;s questionnaire assessing CPs\u0026rsquo; self-efficacy was adapted from Perren et al. (2017) and translated into Arabic. Initially part of an unpublished German self-report questionnaire developed by Perren \u0026amp; Herrmann in 2014, this tool evaluates child-centredness in professionals\u0026rsquo; attitudes, self-efficacy, and educational practices. As detailed by Perren et al. (2017), the questionnaire consists of three domains: professionals\u0026rsquo; self-efficacy, attitudes, and educational practices. Each domain encompasses three subscales: \u003cem\u003echild participation\u003c/em\u003e (CP), \u003cem\u003echild as an active learner\u003c/em\u003e (AL), and \u003cem\u003elearning environment\u003c/em\u003e (LE). Given the paper\u0026rsquo;s focus on CPs\u0026rsquo; knowledge and perceived self-efficacy, only the domain of professionals\u0026rsquo; self-efficacy was used in this study and is described here. The \u003cem\u003echild participation\u0026nbsp;\u003c/em\u003esubscale measures the recognition and inclusion of each child as a unique individual. The \u003cem\u003echild as active learner\u003c/em\u003e subscale assesses professionals\u0026rsquo; acknowledgment of children as active learners, allowing autonomous exploration. The \u003cem\u003elearning environment\u003c/em\u003e subscale evaluates professionals\u0026rsquo; efforts in creating a stimulating and versatile learning environment for children. According to Perren et al. (2017), the domain of professionals\u0026rsquo; self-efficacy adhered to specific rules for item phrasing: items begin with \u0026ldquo;\u003cem\u003eI\u0026rdquo;\u003c/em\u003e (i.e., subjective beliefs of the respondent are the focus), express abilities or skills (e.g., \u0026ldquo;\u003cem\u003ecan\u0026rdquo;\u003c/em\u003e or \u0026ldquo;\u003cem\u003eam able to\u0026rdquo;\u003c/em\u003e), and include a level of difficulty in performing the described action (e.g., \u0026ldquo;\u003cem\u003eeven though\u0026rdquo;\u003c/em\u003e) or require an explicit resource that is needed to perform the specified task. These explicit rules were also considered when translating the items to Arabic.\u003c/p\u003e\n\u003cp\u003eThis domain in Perren et al. (2017) comprises nine items describing self-efficacy, with each subscale (i.e., CP, AL, and LE) represented by three items. Participants were asked to indicate their agreement with the statements, with response options ranging from 1 = \u003cem\u003etotally disagree\u003c/em\u003e to 5 = \u003cem\u003etotally agree\u003c/em\u003e, where higher ratings indicated greater self-efficacy.\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003e2.4.4 \u003cstrong\u003ePart 4: Professional Development of CPs\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe fourth part of the questionnaire, developed by the authors, was used to gather information from\u0026nbsp;CPs regarding their professional development. The questionnaire consisted of two questions. The first was a multiple-choice question (MCQ) which asked CPs to select the training topics they received from a list of 11 general topics (See Appendix A for details). The second was also an MCQ question which asked CPs to specify the general topics for which they would like hands-on training, with the same 11 topics as the first question.\u003c/p\u003e\n\u003ch2\u003e2.5 Data Analysis\u003c/h2\u003e\n\u003cp\u003eThe study employed a quantitative method to address its three questions. RStudio 4.0.3 (2020) was utilized for data management and analysis. For RQ1, descriptive statistics were used to report on the profile of\u0026nbsp;CPs mainly using numbers and percentages. Additionally, a frequency analysis was performed to identify the most in-demand/ sought-after workshop topics needed by CPs. For RQ2, correlation analyses were conducted to examine the associations between CPs\u0026rsquo; knowledge of child language development (using the results of the SPEAK questionnaire) and variables including CPs\u0026rsquo; level of education, years of experience, perceived self-efficacy, and total number of attended professional development workshops. For RQ3, a regression model was constructed to explore variables predicting CPs\u0026rsquo; self-efficacy.\u003c/p\u003e\n\u003ch2\u003e2.6 Data Processing\u003c/h2\u003e\n\u003ch2\u003e2.6.1 \u003cstrong\u003eCoding of Part 2: CPs\u0026rsquo; knowledge of child language development\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eBased on previous literature, as laid out in Suskind et al. (2016), items were considered correct or incorrect. Each questionnaire item was evaluated and categorized as either \u0026ldquo;correct= 1\u0026rdquo; or \u0026ldquo;not correct= 0\u0026rdquo; by consolidating positive and negative response options into two main categories: agree or disagree. All neutral responses and unanswered questions were considered not correct= 0\u0026rsquo;. The overall score for each ECP\u0026rsquo;s correct responses was then calculated, with the maximum achievable score being 30, representing thirty questions answered correctly.\u003c/p\u003e\n\u003ch2\u003e2.6.2 \u003cstrong\u003eCoding of Part 3: CPs\u0026rsquo; Self-Efficacy\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eEach item in the questionnaire was evaluated and categorized as either \u0026ldquo;yes= 1\u0026rdquo; or \u0026ldquo;no= 0\u0026rdquo; by combining the positive and negative response options into two main categories: agree or disagree. All neutral responses and unanswered questions were considered as \u0026ldquo;no= 0.\u0026rdquo;\u0026nbsp;A total score is calculated by summing the scores for each of the 9 items, yielding a maximum possible score of 9 for each ECP. Higher scores reflect stronger self-efficacy.\u003c/p\u003e\n\u003ch2\u003e2.6.3 \u003cstrong\u003eCoding of Part 4: Professional Development of CPs\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eEach item in this section was evaluated and categorized as either \u0026ldquo;yes= 1\u0026rdquo; or \u0026ldquo;no= 0.\u0026rdquo; All unanswered questions were considered as \u0026ldquo;no= 0,\u0026rdquo; following the common practice of scoring unanswered questions as 0 since both unanswered and incorrect answers are treated as non-responsive or incorrect in analysis. A total score is calculated by summing the scores for each of the 11 items of both taken and sought-after topics.\u003c/p\u003e"},{"header":"3.\tResults","content":"\u003cp\u003eThe results of the present study are presented in alignment with the order of the research questions.\u003c/p\u003e\n\u003ch2\u003e3.1 Profile of CPs in Saudi Arabia (RQ1)\u003c/h2\u003e\n\u003ch3\u003e\u003cstrong\u003e3.1.1 CPs\u0026rsquo; Education and Field of Study\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eThe demographic information reported earlier, as shown in Table 1, indicates that 71% of the surveyed\u0026nbsp;CPs possess an undergraduate degree, while 22% have completed high school or obtained a diploma level after high school. Only 25% of the CPs have a degree in early childhood studies, while 59% hold a degree in other fields, including psychology, sociology, languages, Islamic studies, and administration-related studies. Fifteen percent have not majored yet.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003e3.1.2 CPs\u0026rsquo; Knowledge of Child Language Development\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eThe data presented in Table 2 reflects the total scores out of 30 achieved by\u0026nbsp;CPs on the SPEAK measure, designed to assess knowledge of child language development. Notably, 44% of the surveyed CPs demonstrated a higher level of knowledge by scoring between 21 and 27. Additionally, 56% of CPs fell within the score range of 11 to 20, indicating a moderate level of knowledge. Only two CPs scored below 11, suggesting a relatively low occurrence of participants with lower levels of knowledge in child language development. Overall, the distribution of scores highlights a varying degree of competence among CPs in their knowledge of concepts related to child language development, with a majority demonstrating moderate to high levels of knowledge.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"418\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 418px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTable 2\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003eScores of CPs on the SPEAK Measure\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal score out of 30\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of CPs\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e0.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e3.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e5.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e9.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e11.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e12.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e13.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e9.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e8.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e8.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e3.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e4.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e2.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e0.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e1.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 188px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e0.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 418px;\"\u003e\n \u003cp\u003e\u003cem\u003eNote\u003c/em\u003e., Total score = 30; \u003cem\u003en\u003c/em\u003e = 380\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 3 shows the SPEAK questionnaire items and CPs\u0026rsquo; responses with means and standard deviations. As illustrated in the table, CPs demonstrated, on average, a 66% accuracy in responding to the statements. This suggests that nearly two-thirds of the surveyed CPs possess a commendable level of knowledge in child language development. Specifically, CPs scored the highest, averaging 68%, in the predictors of school readiness domain, while the support for math learning domain recorded the lowest average score of 62%. The histogram in Figure 1 reveals a bell-shaped distribution, with higher bars in the central region than on the sides. This pattern indicates that the majority of CPs scored moderately to high on the SPEAK measure, suggesting a commendable level of knowledge in language development. The central concentration of scores signifies a prevalent trend towards moderate to high proficiency, contributing to a well-balanced distribution across the spectrum of language development knowledge among the surveyed CPs.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"942\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"10\" valign=\"top\" style=\"width: 942px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTable 3\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003eSPEAK Questionnaire Items and Responses with Means and Standard Deviations\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDomain\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eQuestionnaire Items for SPEAK\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eMean\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"6\" valign=\"top\" style=\"width: 336px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStrongly Disagree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDisagree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eUnsure\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAgree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStrongly Agree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCorrect rate\u003csup\u003ea\u003c/sup\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"9\" valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLanguage acquisition\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e1. Using baby-talk (i.e. talking in a simple way and sing-song voice) helps babies learn how to talk\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e19.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e26.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e3.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e37.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e13.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e51.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e2. Children learn fewer words when adults talk with a warm quiet tone.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.38\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e19.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e32.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e4.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e28.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e14.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e52.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e3. Babies should be able to see your face when you talk to them.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e3.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e1.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e41.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e53.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e95.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e4. By the age of 3, children answer questions just as quickly as adults.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.450\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e20.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e56.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e4.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e17.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e77.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e5. Parents should not talk back when their toddlers use \u0026lsquo;baby-talk\u0026rsquo; (like when they say \u0026ldquo;ba-ba\u0026rdquo; instead of \u0026ldquo;teddy bear\u0026rdquo;).\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e10.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e43.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e3.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e35.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e7.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e53.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e6. Pointing to things is one way that babies learn how to talk.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e10.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e26.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e3.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e47.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e11.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e59.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e7. Adults cannot have conversations with babies who can\u0026rsquo;t talk yet.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e26.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e59.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e10.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e85.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e8. Children learn fewer words when they don\u0026rsquo;t pay attention to what you\u0026rsquo;re saying.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e20.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e5.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e58.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e11.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e69.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e9. Parents need to know a lot of big words to teach children how to talk.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e9.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e37.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e2.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e37.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e11.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e47.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"6\" valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDialogic reading practices\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e10. You cannot teach children anything new by reading them the same book over and over.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e23.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e52.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e20.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e76.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e11. Parents who have trouble reading can help their children learn how to read books.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e5.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e27.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e8.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e46.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e11.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e58.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e12. Some books should be kept where babies can reach them.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e9.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e1.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e54.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e33.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e87.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e13. When reading with toddlers, you should always read all of the words on one page before moving on to the next page.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e2.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e35.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e4.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e46.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e10.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e37.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e14. Two-year-olds should do their best to listen quietly when you read to them.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e11.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e48.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e5.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e29.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e6.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e59.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e15. Children can learn from looking at books by themselves before they know how to read.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e3.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e10.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e2.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e58.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e24.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e82.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSupport for math learning\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e16. Saying numbers and counting are the only ways you can help toddlers get ready to learn math in school.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e10.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e32.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e1.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e44.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e11.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e42.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e17. Toddlers need to learn how to count before they can understand math.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e2.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e9.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e3.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e60.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e23.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e12.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e18. Talking about the difference between tall and short teaches toddlers about math.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e1.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e9.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e6.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e66.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e16.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e82.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e19. It\u0026rsquo;s best for children to wait until they are old enough for school to learn about math.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e30.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e58.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e7.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e89.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e20. Children are learning about math when they learn the names of different shapes (like triangles and squares).\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e2.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e13.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e2.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e64.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e16.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e81.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"7\" valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePredictors of school success\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e21. Children who know fewer words when they start school will probably do worse in third grade than their classmates who know more words.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.38\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e2.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e35.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e9.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e43.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e8.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e52.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e22. Talking to children cannot make them smarter.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.47\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e42.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e48.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e6.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e2.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e90.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e23. How many words 3-year-olds know can predict how well they might do in kindergarten.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e2.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e19.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e5.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e61.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e10.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e72.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e24. Children should be told what to do instead of given choices.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e18.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e43.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e31.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e3.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e62.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e25. How many words 3-year-olds know cannot predict how many new words they will learn during their lifetime.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e6.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e30.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e9.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e46.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e7.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e37.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e26. Talking to 3-year-olds can help them do better in school.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e3.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e58.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e36.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e94.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e27. It\u0026rsquo;s the school\u0026rsquo;s responsibility to make sure children learn how to read and do math.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e16.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e53.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e5.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e22.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e18.42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e70.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eScreen viewing habits\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e28. Watching educational content is good for children of all ages.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e3.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e15.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e4.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e58.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e18.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e19.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e29. Having conversations with adults while watching screens can help 3-year-olds learn new words.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e2.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e8.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e2.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e69.21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e17.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e87.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e30. The more screens children under 2 watch by themselves the more words they learn.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e41.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e41.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e11.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e1.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e82.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"10\" valign=\"top\" style=\"width: 942px;\"\u003e\n \u003cp\u003e\u003cem\u003eNote.\u003c/em\u003e n = 380. \u003csup\u003ea\u003c/sup\u003eCorrect rate: The responses most consistent with international literature (shaded in gray).\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e3.1.3 CPs\u0026rsquo; Self-Efficacy\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTable 4 displays scores of CPs on the self-efficacy measure. The majority of CPs (87%) scored between 7 and 9, indicating high self-efficacy. Table 5 presents the self-efficacy questionnaire items along with corresponding responses, means, and standard deviations. As depicted in the table, CPs exhibited an average score of 89% on the self-efficacy measure, indicative of high overall self-efficacy. More specifically, CPs attained the highest average score of 93% in the Learning Environment domain, showcasing robust confidence in this aspect. Conversely, the lowest average score of 83% was observed in the Child as Active Learner domain. The histogram in Figure 2 shows a left-skewed distribution, indicating that more CPs scored higher on the self-efficacy measure. As visually evident in the graph, the majority of scores cluster towards the higher end of the scale, suggesting a prevalent trend of elevated self-efficacy among the surveyed CPs.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"602\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 602px;\"\u003e\n \u003cp\u003eTable 4\u003c/p\u003e\n \u003cp\u003e\u003cem\u003eScores of CPs on the Perceived Self-Efficacy Measure\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 354px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of CPs\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 354px;\"\u003e\n \u003cp\u003e185\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003e50.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 354px;\"\u003e\n \u003cp\u003e88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003e24.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 354px;\"\u003e\n \u003cp\u003e46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003e12.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 354px;\"\u003e\n \u003cp\u003e29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003e7.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 354px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003e1.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 354px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003e1.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 354px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003e0.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 354px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003e0.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 602px;\"\u003e\n \u003cp\u003e\u003cem\u003eNote\u003c/em\u003e. Total score is 9; \u003cem\u003en\u003c/em\u003e = 365\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"937\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"11\" valign=\"top\" style=\"width: 937px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTable 5\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003eSelf-Efficacy Questionnaire Items and Responses with Means and Standard Deviations\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDomain\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eQuestionnaire Items for Self-Efficacy\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eMean\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"7\" valign=\"top\" style=\"width: 343px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eTotally disagree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eDisagree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eUnsure\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eAgree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e5\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eTotally agree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCorrect rate\u003csup\u003ea\u003c/sup\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 0px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCP\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003e1. I can ask about children\u0026rsquo;s concerns and respect them, even if the children are very shy or cannot yet speak fluently.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e0.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e5.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e2.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e60.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e29.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e90.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 0px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003e2. I show interest in children\u0026rsquo;s ideas and incorporate them, even though I\u0026rsquo;d rather follow another programme.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e0.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.47\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e1.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e2.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e64.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e29.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e94.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 0px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003e3. I can be interested in children\u0026rsquo;s opinions and views and consider them, even if I\u0026rsquo;m under time pressure.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e0.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e7.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e3.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e61.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e26.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e88.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 0px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAL\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003e4. I\u0026rsquo;m able to support children in their autonomous exploration of the environment, even when children are anxious.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e0.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e2.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e66.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e26.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e92.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 0px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003e5. I can show interest as an observer without intervening, even when I get impatient.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e0.56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e1.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e12.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e6.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e61.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e18.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e80.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 0px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003e6. I can tolerate the children approaching things in their own way, even if I know a better solution.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e0.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e1.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e4.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e53.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e24.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e77.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 0px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003e7. I can provide diverse play areas and materials, even when the resources of the institution are limited.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e0.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e1.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e4.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e61.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e27.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e88.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 0px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003e8. I can awaken children\u0026rsquo;s curiosity about new experiences, even if they show little interest at first.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e0.68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.47\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e1.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e1.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e61.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e35.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e96.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 0px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003e9. I can structure the learning environment in such a way that all children in the group find suitable challenges, even when their needs are very different.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e0.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e1.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e3.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e2.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e64.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e28.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e93.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 0px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"11\" valign=\"top\" style=\"width: 937px;\"\u003e\n \u003cp\u003e\u003cem\u003eNote.\u003c/em\u003e n = 365; CP = Child participation; AL = Child as Active Learner; LE = Learning Environment.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003csup\u003ea\u003c/sup\u003eCorrect rate: The total of 4 (agree) and 5 (totally agree) responses for each item\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eFrequency analysis explored the training participation of CPs in 11 topics, aiming to ascertain the number of CPs who participated in each topic and the number of those indicating interest in workshops on these subjects. This analysis offers insights into the extent of engagement and demand for the specified training topics among CPs, shedding light on areas of interest and potential knowledge and skill gaps. Table 6 shows the results of this analysis.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"597\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 597px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTable 6\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003eProfessional Workshops Received and Sought by CPs\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 420px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCPs receiving training\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCPs seeking training\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 420px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eWorkshop topic\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eN\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eN\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 420px;\"\u003e\n \u003cp\u003eEffective communication with children and their families\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e147\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e41.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e130\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e36.31\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 420px;\"\u003e\n \u003cp\u003eDirecting and controlling behavior\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e36.87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e162\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e45.25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 420px;\"\u003e\n \u003cp\u003ePreparing the learning environment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e114\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e31.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e111\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e31\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 420px;\"\u003e\n \u003cp\u003eKnowledge of the characteristics of children\u0026rsquo;s language development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e26.81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e138\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e38.54\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 420px;\"\u003e\n \u003cp\u003eProgram planning and development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e26.81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e167\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e46.64\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 420px;\"\u003e\n \u003cp\u003eCrisis and risk management\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e25.97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e154\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e43.01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 420px;\"\u003e\n \u003cp\u003eEvaluation and assessment of children\u0026rsquo;s development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e25.69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e34.91\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 420px;\"\u003e\n \u003cp\u003eUnderstanding the characteristics of children\u0026rsquo;s emotional and social development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e24.86\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e134\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e37.43\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 420px;\"\u003e\n \u003cp\u003e\u0026nbsp;Assessment of child development and learning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e23.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e110\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e30.72\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 420px;\"\u003e\n \u003cp\u003eActivating the partnership with the family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e20.39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e110\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e30.72\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 420px;\"\u003e\n \u003cp\u003eKnowledge of child food and nutrition\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36px;\"\u003e\n \u003cp\u003e73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e20.39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e22.62\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 597px;\"\u003e\n \u003cp\u003e\u003cem\u003eNote\u003c/em\u003e. \u003cem\u003en\u003c/em\u003e = 358\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003e\u0026nbsp;3.2\u0026nbsp;\u003c/strong\u003eThe Association Between CPs\u0026rsquo; Knowledge in Child Language Development and Other Variables (RQ2)\u003c/h2\u003e\n\u003cp\u003eIn examining the correlation between\u0026nbsp;CPs\u0026rsquo; knowledge in child language development and their level of education, Pearson\u0026rsquo;s product-moment correlation did not reveal a significant association (\u003cem\u003ep\u003c/em\u003e = .27). Similarly, no association was found between CPs\u0026rsquo; knowledge in child language development and their years of work experience, as indicated by Pearson\u0026rsquo;s product-moment correlation analysis (\u003cem\u003ep\u003c/em\u003e = .486).\u003c/p\u003e\n\u003cp\u003eHowever, a highly significant positive association was observed between\u0026nbsp;CPs\u0026rsquo; knowledge in child language development and their perceived self-efficacy, Pearson\u0026rsquo;s product-moment correlation coefficient revealed (\u003cem\u003er\u003c/em\u003e = 0.89, \u003cem\u003ep\u003c/em\u003e \u0026lt; .001). This suggests that as CPs\u0026rsquo; knowledge of child language development increases, their perceived self-efficacy increases. Regarding the association between CPs\u0026rsquo; knowledge in child language development and the total number of professional development workshops they attended, Pearson\u0026rsquo;s product-moment correlation analysis indicated a moderate positive relationship (\u003cem\u003er\u003c/em\u003e = 0.43, \u003cem\u003ep\u0026nbsp;\u003c/em\u003e\u0026lt; .001).\u003c/p\u003e\n\u003ch2\u003e3.3 Predictors of CPs\u0026rsquo; Self-Efficacy (RQ3)\u003c/h2\u003e\n\u003cp\u003eThe regression model results revealed significant associations between\u0026nbsp;CPs\u0026rsquo; self-efficacy and the following predictors: CPs\u0026rsquo; knowledge of child language acquisition, level of education, and total number of attended professional development workshops. The model accounted for approximately 76.96 % of the variance in CPs\u0026rsquo; self-efficacy (adjusted R^2 = 0.7696). For more detailed information on the specific beta coefficients and p-values, refer to Table 7.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"602\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"7\" valign=\"top\" style=\"width: 602px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTable 7\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003eRegression Model Results for Predictors of CPs\u0026rsquo; Self-Efficacy\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 192px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eEstimate\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eSE\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003et\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCI 2.5%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCI 97.5%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 192px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eKnowledge in child language development\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e\u0026nbsp;0.33930\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.00977\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e34.729\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e\u0026nbsp;0.32010847\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e0.35849590\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 192px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCPs\u0026rsquo; level of education\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e-0.25436\u003csup\u003e**\u003c/sup\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.09315\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e-2.731\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e-0.43735446\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e-0.07137350\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003e.006533\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 192px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCPs\u0026rsquo; years of work experience\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e-0.01904 \u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.02790\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e-0.683\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e-0.07384989\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e0.03576046\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003e.495116 \u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 192px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCPs\u0026rsquo; number of professional development workshops\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e0.16844\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e0.02948\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e5.713\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e0.11051955\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e0.22635468\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003e\u0026lt; .001\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003eNote\u003c/em\u003e.\u0026nbsp;Multiple R-squared: 0.7714, Adjusted R-squared: 0.7696, F-Statistic: 437.8 on 4 and 519 Df\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e*\u003c/sup\u003ep \u0026le; .05. \u003csup\u003e**\u003c/sup\u003ep \u0026le; .01. \u003csup\u003e***\u003c/sup\u003ep \u0026le; .001\u003c/p\u003e"},{"header":"4.\tDiscussion","content":"\u003cp\u003eChildcare providers\u0026nbsp;(CPs) substantially shape the linguistic development of young children (Phaire, 2022; Scarinci et al., 2015). It is thus crucial to explore the extent of knowledge that\u0026nbsp;CPs\u0026nbsp;possess regarding the key factors that play a significant role in child language development and to investigate their training or professional development needs. This study had three main\u0026nbsp;aims. The first aim was to explore the profiles of early\u0026nbsp;CPs\u0026nbsp;in Saudi Arabia in terms of their knowledge of child language development, perceived self-efficacy, the training they received, and the training they needed. The second aim was to examine the associations between the knowledge of children\u0026rsquo;s language development among\u0026nbsp;CPs\u0026nbsp;and their level of education, years of experience, perceived self-efficacy, and training received. The third aim was to explore the factors predicting\u0026nbsp;CPs\u0026nbsp;self-efficacy beliefs.\u003c/p\u003e\n\u003cp\u003eOur findings address each of the research questions in a cohesive manner. First, by profiling the CPs, we identified the general state of their knowledge, training, and confidence, setting a critical baseline for understanding the broader landscape of childcare providers (RQ1). We then investigated how key factors such as educational background and years of experience influence CPs\u0026rsquo; knowledge of child language development (RQ2), revealing important insights into how these variables interact. Lastly, our analysis demonstrated how these same factors, along with knowledge of child language development, predict CPs\u0026rsquo; self-efficacy (RQ3), highlighting the interconnectedness of professional knowledge and confidence. Together, our findings contribute to a more integrated understanding of how CPs\u0026rsquo; professional experiences and knowledge shape their ability to effectively support early childhood language development, offering important implications for policy and practice.\u003c/p\u003e\n\u003cp\u003eIn addressing the first research question, it is noteworthy that 71% of the surveyed\u0026nbsp;CPs possess an undergraduate degree, while 22% have completed high school or obtained a diploma level after high school. A comparison with Gahwaji\u0026rsquo;s (2013) findings reveals a positive trend: the percentage of CPs with a bachelor\u0026rsquo;s degree has increased from 56% in 2013 to 71% in 2023, as evidenced in our study. Despite the clear importance of having qualified teachers with a background in early childhood studies for providing care to young children, and in alignment with the focus of Vision 2030 on early childhood education, it is concerning that a significant portion of those entrusted with this responsibility are not specializing in early childhood. This trend appears consistent with the data reported by Gahwaji (2013), indicating that 76% of preschool teachers in Saudi Arabia lacked a degree in early childhood at that time. Similarly, our current study reflects a persistent scenario, with only a quarter of the surveyed CPs majoring in early childhood education. Astonishingly, this aspect seems to have remained largely unchanged over the past decade, raising critical questions about the alignment of educational qualifications with the demands of early childhood education.\u003c/p\u003e\n\u003cp\u003eCPs\u0026nbsp;demonstrated, on average, a 66% accuracy in responding to the SPEAK statements, suggesting that nearly two-thirds of the\u0026nbsp;CPs\u0026nbsp;possess a commendable level of knowledge in child language development. This finding aligns with previous studies emphasizing the importance of\u0026nbsp;CPs\u0026nbsp;having a strong foundation in language development (Brodin \u0026amp; Renblad, 2020; Justice et al., 2018). While earlier research indicates that preschool teachers showed uncertainty in their beliefs about language and literacy (Lynch \u0026amp; Owston, 2015), the current findings seem to suggest progress on a national level in this area, indicating that a substantial proportion of\u0026nbsp;CPs\u0026nbsp;may have a solid understanding of language development.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSimilarly, in exploring the self-efficacy scores of\u0026nbsp;CPs in the current study, a substantial 87% demonstrated high self-efficacy, scoring between 7 and 9 on the measure. Researchers argue that high self-efficacy in childcare providers can positively impact children\u0026rsquo;s vocabulary development (Guo et al., 2010). In alignment with these findings, our study explored specific domains of self-efficacy, revealing that CPs exhibited the highest self-efficacy (93%) in the Learning Environment domain and the lowest (83%) in the Child as Active Learner domain. These domains are crucial in shaping the educational landscape for young learners. The Learning Environment domain reflects the educators\u0026rsquo; confidence in creating a stimulating and versatile learning atmosphere, while the Child as Active Learner domain gauges their belief in fostering children\u0026rsquo;s autonomy and engagement in the learning process (Perren et al., 2017). This nuanced examination of self-efficacy domains sheds light on the multifaceted nature of CPs\u0026rsquo; beliefs and underscores the importance of targeted interventions to bolster self-efficacy in specific areas. These findings add to the literature on the importance of self-efficacy of CPs in providing research-based education focused on the child. The findings suggest that CPs\u0026rsquo; self-confidence in their knowledge of child language development could potentially increase the use of child-centered language strategies among childcare providers.\u003c/p\u003e\n\u003cp\u003eThe frequency analysis of professional development needs among\u0026nbsp;CPs in the current study revealed interesting insights. There is an evident need for training by looking at the number of CPs seeking additional knowledge in the topics provided, suggesting potential gaps in knowledge or skills. Assessing current training levels showed varying degrees of expertise among CPs in these areas, with some topics indicating a need for more training opportunities. By contrasting the number of trained CPs against those seeking training, we could identify priority areas for future development programs. Specifically, topics on which more CPs received training included effective communication with children and their families, directing and controlling behavior, and preparing the learning environment. On the other hand, topics on which more CPs expressed interest in additional training were program planning and development, directing and controlling behavior, and crisis and risk management. Fewer CPs were interested in receiving training on child food and nutrition and activating the partnership with the family.\u003c/p\u003e\n\u003cp\u003eUsing correlation analysis in RQ2 and regression analysis in RQ3 revealed significant positive associations between\u0026nbsp;CPs\u0026rsquo; knowledge in child language development, as measured by SPEAK, and their perceived self-efficacy, as each one predicts the other. In other words, the more knowledge CPs had about child language development, the more confident they felt about their abilities. Similarly, the more confident CPs felt about their abilities, the higher knowledge scores they had. This is in line with previous work in childhood education that found a relationship between teachers\u0026rsquo; perceived knowledge and their self-efficacy for teaching (Guo et al, 2011; Martinussen et al., 2015). Martinussen et al. (2015) found a significant correlation between educators\u0026rsquo; perceived knowledge of child language development and their confidence in instructing phonemic awareness. Research indicates that CPs\u0026rsquo; knowledge of the factors involved in child language development is essential, not only for facilitating language learning by providing a rich linguistic environment for young children (Justice et al., 2018), but also for identifying children with speech and language needs (Scarinci et al., 2015). Research examining the relationship between maternal self-efficacy and child language development suggests that, at 18 months, receptive language skills in children can be positively correlated with maternal self-efficacy (Albarran \u0026amp; Reich, 2014). This may be attributed to the fact that mothers who feel more confident tend to engage in more conversations with their children, which in turn promotes language development. Given that adults in the child\u0026rsquo;s environment, whether at home or in school settings, play a pivotal role in stimulating language development, it is reasonable to consider that a similar trend observed with maternal knowledge of child language may extend to caregivers working with young children in nursery settings.\u003c/p\u003e\n\u003cp\u003eWe did not find an association between\u0026nbsp;CPs\u0026rsquo; knowledge in child language development and their years of work experience or their level of education. Vartuli (1999) did not find any evidence to suggest that kindergarten teachers\u0026rsquo; scores on their knowledge of developmentally appropriate practices were higher with increased years of teaching experience or higher levels of education. In fact, previous research reported mixed results concerning the relationship between educators\u0026rsquo; knowledge of language and literacy competencies and their years of experience. Schachter et al. (2016) reported a negative correlation between teachers\u0026rsquo; years of teaching experience and language and literacy instructional methods. In education, it is also reported that years of experience do not consistently correlate with teachers\u0026rsquo; pedagogical knowledge (Graham et al., 2020). One possible explanation for the absence of a positive association between CPs\u0026rsquo; years of experience and knowledge in child language development is that practitioners with longer years of experience could feel that the practices they use with younger children are not up-to-date. In a metaanalysis that examined the link between the number of years educators have spent working in early childhood education and care environments and the developmental results of children, it was found that the number of years an educator has worked is not associated with better knowledge and quality of teaching (Mcmullen et al., 2020). Studies on the relationship between the knowledge that childcare providers have on factors related to language development and professional development show considerable variability (Markussen-Brown et. al., 2017). Our research supports earlier studies demonstrating a moderate positive correlation between CPs\u0026rsquo; knowledge of child language development and their participation in professional development courses. Recent research reported that training centered on language equips practitioners with essential and lasting knowledge regarding children\u0026rsquo;s learning processes and strategies to enhance their language growth (Kidd \u0026amp; Rowland, 2021). Although our findings do not conclusively determine whether professional development training actually enhances CPs\u0026rsquo; knowledge, the importance of this finding lies in its implication that such training appears to increase practitioners\u0026rsquo; confidence in their knowledge of child development.\u003c/p\u003e\n\u003cp\u003eOur results indicate that the years of work experience of\u0026nbsp;CPs were not associated with their perceived self-efficacy. This finding, despite being counterintuitive, aligns with the results reported by Guo et al. (2010), where they found a negative relationship between preschool teachers\u0026rsquo; self-efficacy and years of experience. Although some previous studies show a positive relationship between years of experience and reported self-efficacy (McMullen, 1999; Parrila et al., 2023), others report a lack of relationship between years of work experience and CPs\u0026rsquo; perceived self-efficacy in knowledge of child development (Guo et al., 2011; Vartuli, 1999). Additionally, Klassen and Chiu (2010) showed that the relationship between teachers\u0026rsquo; self-efficacy and their years of experience was not linear. They found that teachers\u0026rsquo; self-efficacy increased with experience among teachers in the early and middle stages of their careers, but this trend reversed, showing a decline for teachers in the later stages of their career. It appears that additional years of experience of working with children may not necessarily enhance educators\u0026rsquo; teaching abilities and perceived self-efficacy (Guo et al., 2011). One potential explanation is that long-term practitioners may experience professional fatigue or burnout, which might lead to less confidence in their abilities. Jeon et al. (2018) reported that early years teachers\u0026rsquo; experience did not positively influence their psychological well-being.\u003c/p\u003e\n\u003cp\u003eOur findings suggest that the most significant positive predictors of\u0026nbsp;CPs\u0026rsquo; self-efficacy are knowledge in child language acquisition and the number of attended professional development workshops. As discussed earlier, previous research in early childhood education shows that teachers who have more knowledge about the best practices in child development tend to have higher self-efficacy ratings (McMullen, 1999). In addition, the number of attended workshops related to child development is also a predictor of self-efficacy ratings among CPs. This finding adds to existing studies that reported a relationship between CPs\u0026rsquo; knowledge and professional development. For example, Scarinci et al. (2015) found that in-service education programs for early childhood educators increased knowledge and confidence among them in language development and language-promoting strategies for young children. While research shows that the added knowledge that professionals acquire from professional development strengthen strategies that enhance language development in preschool children (Grifenhagen \u0026amp; Dickinson, 2023), the current study adds to literature by showing that childcare providers potentially experience enhanced self-efficacy in their knowledge following training focused on child development.\u003c/p\u003e\n\u003cp\u003eThe level of education of\u0026nbsp;CPs exhibited a negative association with self-efficacy ratings, a trend not commonly reported in prior research. However, there are studies that did not find a relationship between the level of education and self-efficacy ratings. For example, Abu-Jaber et al. (2010) reported no significant differences in the beliefs of teachers regarding Developmentally Appropriate Practice (DAP) based on educational attainment. In our study, it is noteworthy that almost a quarter of our sample does not hold a bachelor\u0026rsquo;s degree. One plausible interpretation is that CPs with higher levels of education might be more cognizant of the complexities involved in childhood development, leading them to be critical of their professional competencies. This nuanced perspective challenges the assumption that higher levels of education always positively influence self-efficacy and contributes to a more comprehensive understanding of the factors influencing CPs\u0026rsquo; self-efficacy ratings.\u003c/p\u003e\n\u003cp\u003eThis study has several strengths. The comprehensive approach taken in this study contributes to its strength. By investigating not only the knowledge of\u0026nbsp;childcare providers in child language development but also their self-efficacy ratings and the interplay between these factors and other relevant variables (such as educational level, years of experience, and professional training), the study provides a more holistic understanding of the factors influencing language skills promotion in young children. This multifaceted exploration allows for a nuanced analysis, offering insights into the complex dynamics shaping CPs\u0026rsquo; abilities to support language development in the early childhood setting. The inclusion of various dimensions ensures a richer and more comprehensive assessment of the factors at play, enhancing the study\u0026rsquo;s overall robustness and relevance to real-world scenarios in early childhood education. Another notable strength of this study lies in its contextual setting within Saudi Arabia, a non-Western environment. This aspect imparts significant value to the research, given that the majority of existing research in early childhood education and language development is predominantly based on Western contexts. Conducting this study in Saudi Arabia aims to contribute not only to diversifying the geographical representation in the field but also to enriching the global understanding of dynamics in early childhood education. The inclusion of this non-Western perspective introduces the potential for varied insights, shedding light on practices and norms that may differ from those observed in Western settings. This broader and more diverse scope enhances the study\u0026rsquo;s contribution to the field, making it relevant and applicable to a wider range of educational contexts worldwide. In addition to its geographical contribution, this study provides crucial insights into the knowledge, self-efficacy, and training needs of CPs in Saudi Arabia. The detailed examination of these aspects is essential for informing decision-makers involved in planning and improving the early childhood education sector. Understanding the strengths and areas of improvement among CPs is vital for crafting effective policies and targeted interventions. Given the focus on language development in the early years, a topic of paramount importance for children\u0026rsquo;s future academic, social, emotional, and cognitive skills, the findings of this study have broad implications for the country\u0026rsquo;s educational landscape. This information equips stakeholders with valuable data to shape policies and practices that can positively impact multiple facets of a child\u0026rsquo;s life, contributing to their holistic development and success across various domains.\u003c/p\u003e\n\u003cp\u003eOne limitation of this study is that we used a self-reported measure. It is important to acknowledge that, being a self-reported measure, it might lead to either an underestimation or overestimation of\u0026nbsp;CPs\u0026rsquo; knowledge and perceived self-efficacy. The self-efficacy measure used is a tool previously employed in other studies (Guo et al., 2011), and it has been established as both valid and reliable. Future research may look into how factors such as CPs\u0026rsquo; self-efficacy rating, knowledge of child language development, years of experience and level of education may contribute to children\u0026rsquo;s language outcomes, particularly in terms of receptive or productive vocabulary.\u003c/p\u003e\n\u003cp\u003eIn conclusion, this study contributes novel insights into the landscape of childcare providers (CPs) in Saudi Arabia, shedding light on their knowledge of child language development, self-efficacy, and the intricate interplay between these elements and other factors like years of experience, level of education, and professional training. Notably, the findings challenge conventional assumptions, revealing that conventional benchmarks such as years of experience or educational levels may not be reliable predictors of higher self-efficacy or advanced knowledge in language development. Instead, the study emphasizes the crucial role of ongoing professional development and up-to-date knowledge in enhancing CPs\u0026rsquo; confidence. Moving forward, future research endeavors should explore the nuanced dynamics of CPs\u0026rsquo; experiences, consider diverse cultural contexts, and delve deeper into the impact of specific professional development programs on language development outcomes. Furthermore, these findings underscore the importance of policy interventions that prioritize continuous and relevant professional development to ensure that early childhood education practices align with contemporary knowledge in child language development, thereby fostering optimal learning environments for young children.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003ch2\u003eEthical Approval\u003c/h2\u003e \u003cp\u003eEthical approval was obtained from the research ethics committee of King Saud University and was conducted in accordance with the Helsinki Declaration.\u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eThe Study\u0026rsquo;s Questionnaire (Translated to English)\u003c/h2\u003e \u003cp\u003eIn collaboration with the Ministry of Human Resources and Social Development\u0026rsquo;s Child Care Services, researchers at the Faseeh initiative are conducting this study to identify the training needs of childcare providers in childcare centers across Saudi Arabia.\u003c/p\u003e \u003cp\u003e This study has received approval from the Ethics Committee for Scientific Research at King Saud University. The estimated time for participation in this study is approximately 10 minutes. You are not required to provide any personal information except for your mobile number or email if you wish to enter the draw for one of six Samsung Galaxy Tab A7 Lite Tablets.\u003c/p\u003e \u003cp\u003eFor any inquiries or comments, please contact Dr. Roaa Al-Sulaiman via email at [email protected].\u003c/p\u003e \u003cp\u003eThe results and recommendations of this study will be utilized to enhance the services provided, and your opinion is highly valued.\u003c/p\u003e \u003cp\u003eTo participate, click the \"Next\" button to begin answering the questions.\u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eThe Study\u0026rsquo;s Questionnaire (Arabic)\u003c/h2\u003e \u003cp\u003eالاحتياجات التدريبية في مراكز ضيافة الأطفال في السعودية\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eأهلاً بِـــكِ\u003c/strong\u003e \u003cp\u003eبالتعاون مع إدارة الرعاية اليومية للأطفال بوزارة الموارد البشرية والتنمية الاجتماعية، يعمل خبراء مبادرة فصيح على هذه الدراسة والتي تهدف إلى معرفة الاحتياجات التدريبية لمقدمات الرعاية في مراكز ضيافة الأطفال في السعودية.\u003c/p\u003e \u003cp\u003eحَصَلَت هذه الدراسة على موافقة لجنة أخلاقيات الأبحاث العلمية بجامعة الملك سعود. مدة المشاركة في الدراسة هي 10 دقائق تقريباً. لا تحتاجين إلى تقديم أي معلومات شخصية للمشاركة في هذه الدراسة، ما عدا رقم الجوال أو الإيميل إذا كنتِ ترغبين في الدخول على السحب على 6 أجهزة ذكية Samsung Galaxy Tab A7 Lite Tablet\u003c/p\u003e \u003cp\u003eفي حال وجود أي إستفسار أو ملاحظة، الرجاء التواصل مع د. رؤى السليمان عبر البريد الإلكتروني [email protected]\u003c/p\u003e \u003cp\u003eسيتم الاستفادة من نتائج وتوصيات هذه الدراسة في تحسين الخدمات المقدمة، ولذلك \u003cb\u003eرأيـُكِ يهمنا كثيرا.\u003c/b\u003e\u003c/p\u003e \u003cp\u003eإذا كنت ترغبين في المشاركة، الرجاء الضغط على زر \"\u003cb\u003eالتالي\"\u003c/b\u003e للبدء في الإجابة على الأسئلة.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003edetails\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eAll authors contributed to the study's conception and design. Material preparation, data collection and analysis were performed by KA, AA1, HA, RA, and AA2. The first draft of the manuscript was written by KA, AA1, and HA and all authors commented on previous versions of the manuscript. The final manuscript was prepared for submission by HA. All authors read and approved the final manuscript.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eThe authors express their appreciation to all the childcare providers who participated in this study. Gratitude is also extended to the Ministry of Human Resources and Social Development in Saudi Arabia for their support in recruiting participants, and to Al Muhaidib Social Foundation and Ynmo, who made this study possible. This research is part of the Faseeh Initiative, which aims to provide free virtual early screening and intervention for language disorders to 10,000 children in Saudi Arabia.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe data supporting the findings of this study are available from the authors upon reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAbu-Jaber, M., Al-Shawareb, A., \u0026amp; Gheith, E. (2010). Kindergarten teachers\u0026rsquo; beliefs toward developmentally appropriate practice in Jordan. \u003cem\u003eEarly Childhood Education Journal\u003c/em\u003e, \u003cem\u003e38\u003c/em\u003e(1), 65\u0026ndash;74. https://doi.org/10.1007/s10643-010-0379-z\u003c/li\u003e\n\u003cli\u003eAlbarran, A. S., \u0026amp; Reich, S. M. (2014). 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Overcoming low self-efficacy beliefs in teaching English to young learners. \u003cem\u003eInternational Journal of Qualitative Studies in Education\u003c/em\u003e, \u003cem\u003e26\u003c/em\u003e(2), 238\u0026ndash;255. https://doi.org/10.1080/09518398.2011.605082\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Childcare Providers, Child Language Development, Self-Efficacy, Professional Development, Saudi Arabia ","lastPublishedDoi":"10.21203/rs.3.rs-5357149/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5357149/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis country-wide study explores the landscape of childcare providers (CPs) in Saudi Arabia, illuminating their pivotal role in fostering children\u0026rsquo;s language skills. While fundamental, our understanding of their status in Saudi Arabia remains limited. This study provides a comprehensive profile of CPs, exploring their knowledge of child language development, self-efficacy, and their interplay with work experience, education, and training.\u003c/p\u003e \u003cp\u003eKey findings indicate that merely a quarter of CPs hold a degree in early childhood education. A significant positive association was found between CPs\u0026rsquo; knowledge of child language development and their perceived self-efficacy, and a moderately significant positive association was found between CPs\u0026rsquo; knowledge of language development and professional training received. CPs\u0026rsquo; self-efficacy was significantly predicted by their knowledge of language development and the training received.\u003c/p\u003e \u003cp\u003eThe implications underscore the urgency of targeted professional development initiatives to enhance the quality of early childhood education in Saudi Arabia. Policymakers should address the concerning trend where a significant portion of entrusted professionals lacks specialization in early childhood, raising critical questions about the alignment of educational qualifications with the demands of early childhood education. These insights offer a compelling basis for policymakers to advocate evidence-based practices and guide future research in the field.\u003c/p\u003e","manuscriptTitle":"A national study on knowledge of child language development, self-efficacy, and the professional development of childcare providers in Saudi Arabia","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-12-16 17:06:10","doi":"10.21203/rs.3.rs-5357149/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-12-23T08:23:53+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-12-20T22:29:43+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"4330417169045744864614729760377141376","date":"2024-12-19T14:35:20+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"316985069612227148556432515907345189738","date":"2024-11-24T12:48:55+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"2503580301456743866674608640651411728","date":"2024-11-24T10:12:32+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-11-22T19:42:35+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"88275145315616437382551595632319705754","date":"2024-11-16T16:53:24+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-11-14T00:31:56+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-11-12T16:51:41+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-11-11T13:20:46+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2024-10-29T22:39:59+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"502e9b20-02c0-4bd4-8e84-f5aaafe29125","owner":[],"postedDate":"December 16th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-03-12T14:53:37+00:00","versionOfRecord":[],"versionCreatedAt":"2024-12-16 17:06:10","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5357149","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5357149","identity":"rs-5357149","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}