The Positive Early Childhood Education (PECE) Program: A Preliminary Multi-Method Evaluation in the State of Ohio

Abstract Early childhood education plays a critical role in children’s development; yet early childhood educators often face challenges in managing children’s behaviors. The Positive Early Childhood Education (PECE) program aligns strategies used by parents and early childhood educators to enhance educator confidence, improve classroom environments, and ensure consistent approaches to child development. The purpose of this multi-method program evaluation was to examine which child behaviors educators find most difficult to manage, whether their confidence in managing these behaviors improved after completing PECE, and to explore educators’ perceptions on the impact of PECE on their practice and classroom environment. Study 1 comprised quantitative data collected from 1,320 early childhood educators through pre- and post-test surveys. Study 2 consisted of qualitative data collected from 36 early childhood educators via semi-structured interviews. Study 1 utilized a paired-sample t-test, and Study 2 employed thematic analysis. Quantitative analysis of Study 1 revealed that disobedience was the most difficult child behavior to manage. Significant improvements were observed in participants’ confidence levels in managing all 16 types of child behaviors assessed. Qualitative analysis of Study 2 identified six themes: (1) Acquisition of tools and strategies, (2) Professional self-development/affirmation, (3) Improved child behavior, (4) Improved communication and relationships with families, (5) Positive changes in the classroom environment, and (6) Areas for improvement. Our findings demonstrate the positive changes in early childhood educators’ confidence and classroom environment quality, as well as the acquisition of skills among participants who completed PECE in the State of Ohio, providing support for the potential promises of PECE.