in the face of increased attention to early childhood professional development in the practice and policy communities, there is a concomitant need for empirical efforts to examine what works for whom, within which contexts, and at what cost (welch-ross, wolf, moorehouse, & rathgeb, 2006). first, it is anticipated that professional development will advance the knowledge, skills, dispositions, and practices of early childhood providers in their efforts to educate children and support families. the second objective of early childhood professional development involves sustaining high-quality professional practices by enhancing systems and individuals to engage in activities that are self-sustaining and growth producing. communities of practice are a form of ongoing professional development that is becoming more widely known in the field of early childhood education and intervention (helm, 2007; wesley & buysse, 2006). communities of practice are defined as groups of individuals who come together on the basis of a common professional interest and a desire to improve their practice in a particular area by sharing their knowledge, insights, and observations (wenger, 1998; wenger, mcdermott, & snyder, 2002). another meta-analysis on the outcomes of different training methods for teachers (not limited to early childhood educators) revealed that multidimensional methods of training produce positive effects in knowledge and skill acquisition (joyce & showers, 2002). definitions of professional development in process terms focus on the ongoing and responsive efforts to improve an individual’s skills and competencies (ramey & ramey, 2008). further research on process is necessary to unpack elements through which various professional development forms influence the skill, knowledge, and dispositions of early childhood professionals.
indeed, the outcomes of specific professional development forms on the fidelity with which evidence-based practices are delivered and the indirect effects on child outcomes are in need of research attention. the degree to which these personal and relational variables impact professional development efforts is in need of research. indeed, the degree to which the relationship between a coach and practitioner mediates the attainment of professional development goals is not well understood and is in need of empirical attention. it is likely that the culture of professional development in the agencies or settings where early childhood practitioners work will influence in part their ability to sustain positive change in practice (gallacher, 1997; welch-ross et al., 2006). a research agenda in early childhood professional development is needed (a) to unpack basic information on processes that promote the development of the skills and competencies necessary to provide high-quality, evidence-based early childhood experiences; and (b) to identify interactions that occur between form and process and that influence the outcomes of professional development efforts. likewise, such studies will be highly valuable to the early childhood practice and policy communities where translation of the research base into evidence-based exemplars for best practice is needed. how are professional development efforts related to outcomes of children and families for whom early childhood educators are responsible? how do characteristics of the coach and of the early childhood educator influence the professional development relationship?
there are many reasons for educators in early learning to participate in professional development. at petit elj, professional development is a critical aspect of our philosophy for the continuing development of our people and quality outcomes for children in our centres. professional development for early childhood educators improves the ability, skills and habits of educators to enhance the quality of programs offered to children and families.
before the launch of the nqf, leadership and professional development in childcare was identified as essential for an effective early childhood development system. the introduction of quality areas and learning frameworks emphasise an increased expectation on pedagogical leadership in early childhood. ‘the possibilities to make a difference for children and families and the settings and to do it in a way that fits with who they are as educators and leaders.’ at petit elj, we value all forms of professional development and leadership in early childhood including formal training, workshops with industry leaders, inductions and in-house training, as well as self-reflection and shared discussions on early learning pedagogy among educators.
research on early childhood professional development must go beyond basic questions that child care, preschool education and/or kindergarten to third- grade teaching, or educational support continuous professional development (cpd) is the way in which you keep your knowledge, skills and working childcare education institute (ccei) offers online professional development courses for teachers and child care, .
professional development. under the child care and development block grant act of 2014, states and territories are teaching staff, and family child care providers, and others. in addition to individuals who typically consider themselves to what does professional development mean in child care? professional development in childcare,
When you search for the professional development childcare, you may look for related areas such as . what is professional development in childcare? why is professional development important for early childhood? what are some professional development activities? what essential skills should an early childhood professional have?