Reaching Consensus on a Definition of Professional Development for the Early Childhood Field

Abstract

Reaching consensus on the meaning of professional development is needed to integrate professional development across various sectors of the early childhood field, distinguish various professional development approaches, match learning opportunities to learner characteristics, and evaluate its effects on professional practices and child and family outcomes. This article proposes a definition and conceptual framework for professional development across all sectors of early childhood and describes methods used to validate them. A case example illustrates how the definition and framework can be used to organize and plan professional development. Future directions for how a shared definition could move the field closer to a shared vision for planning, implementing, and evaluating professional development are discussed.

The Potential of Developmental Work Research as a Professional Learning Methodology in Early Childhood Education

“…In their project to define 'professional development' in ECE, Buysse et al (2009) outline the six assumptions that guided their thinking: that it encompasses a wide range of learning opportunities; it serves a diverse workforce; that families are essential partners; that learners must actively engage in learning experiences; that providers should facilitate experiences that respond to problems in practice; and that professional development should be conceptualised via three intersecting components -the who, the what, and the how (p. 238). This article is an attempt to move beyond such basic and instrumental assumptions, to argue instead that professional development in ECE should be understood as multi-vocal, historically and culturally situated, and proceed from bringing to consciousness persistent contradictions in practice.…”

Perceptions of Professionalism Among Individuals in the Child Care Field

“…A key to accomplishing this goal is to assure that the quality of training provided is of the highest caliber, relevant, practical, and immediately applicable to the child care workforce (Barnett 2004). A recommendation by Buysse et al (2009) to have a conceptual framework of professional development that included all categories of individuals working in child care could contribute to a greater sense of professionalism for the child care field. Efforts to ensure positive collegial working relationships, providing training related to managing stress, skill based knowledge concerning balancing job demands and other mental health related issues could all help the child care professional with the demands of the occupation.…”

“…When creating universal standards of professional development policymakers should consider the diverse needs of both represented families and the actual institutions providing care (NAEYC 1993;Kagan et al 2008). Professionals can reach their goals using a variety of pathways, including quality training, relevant education, teacher mentoring, and technical classroom assistance within a career lattice (Buysse et al 2009;NPDCI 2008;NAEYC 1993;LeMoine 2008;Whitebook 1997). Jorde-Bloom (1988) reported that, when asked, early childhood educators said they would choose a career in teaching if they had to start their career over again.…”

Policies and Practices of Professional Development in China: What do Early Childhood Teachers Think?

“…For many, professional development in early childhood education has been a reform movement premised upon the ideas of teachers as transforming agents, teachers' accountability, and teachers' professionalism (Buysse, Winton & Rous, 2009;DarlingHammond, 2010). The goals of professional development of early childhood teachers are therefore couched in terms of teachers' responsibilities for making effective changes in improving their professional work with children.…”

“…It has also been recognized that professional development activities can be time consuming, and limited with resources, support and appropriate approach to evaluation (Battey & Frank, 2008). The focus on teaching skills is also an issue in early childhood teachers' professional development (Buysse et al, 2009). …”