Most teachers (71%) reported experiencing barriers to CD implementation, with the majority of those surveyed (93%) stating that additional implementation support would be helpful. The vast majority of teachers (85%) agreed that CD had a positive impact on the children in their classroom, including increases in problem-solving abilities and self-control. The vast majority of teachers (95%) agreed that CD had a positive impact on their classroom, including better structure and enhanced relationships with the children. 50% of teachers reported partial implementation of CD. 30% of teachers reported full implementation of CD. RESULTS/ANTICIPATED RESULTS: Objective 1: 1.

The focus group was recorded and transcribed to capture questions and comments. Focus group members were asked about their rationale for attending CD training, CD implementation (including barriers/facilitators to full implementation), and perceived impact on their classrooms. A random subset of the sample (8 teachers) participated in a subsequent focus group to explore survey themes in greater depth. Specific questions were asked related to level of CD implementation, perceived benefit, and facilitators/barriers to full implementation. METHODS/STUDY POPULATION: We conducted a survey with 267 childcare teachers who had been trained in CD across the state, representing early childhood educational environments in urban and rural settings.

Explore teacher perspectives on barriers and facilitators to full implementation of CD. Explore teacher perspectives on the impact of CD. Identify the extent of CD implementation for trained childcare teachers.

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