Preschool Teacher Training on Neurodevelopmental Concerns in Children: A Pilot Study

Abstract Preschool teacher training (TT) about children's neurodevelopmental concerns consisted of six monthly workshops and one booster session 3 months after the sixth session that lasted 90–105 min each. Each teacher was responsible for one child and provided different interventions between sessions. A questionnaire was administered pre‐ and post‐workshop. Of the 46 participants, we analyzed the results of 44. The Total Deviance/Difficulties score on the Strengths and Difficulties Questionnaire (SDQ) for children decreased significantly post‐training, with a large effect size. The SDQ subscale scores revealed larger effect sizes for Peer Problems and Prosocial Behavior and medium effect sizes for Hyperactivity and Emotional Symptoms. Teachers' Rosenberg Self‐Esteem Scale scores increased significantly with a medium effect size. The Pre‐School Teacher Efficacy Scale showed no significant differences with a small effect size. Thus, TT may benefit both children's behavior and teacher's self‐esteem. However, it is unclear whether these changes are attributable to actual changes in the children's or teachers' understanding of their growth and development, or to both. Further studies are required to confirm these findings.