Self-Evaluation as a Means to Improve Practice: An Alternative Approach for the Professional Development of Early Childhood Educators

2017 ◽  
pp. 125-145
Author(s):  
Vasilis Grammatikopoulos ◽  
Athanasios Gregoriadis ◽  
Evridiki Zachopoulou
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Educators ◽  
Self Evaluation ◽  
Alternative Approach ◽  
Improve Practice

The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability

2013 ◽  
Vol 20 (5) ◽  
pp. 660-679 ◽  
Author(s):  
Janet E. Dyment ◽  
Julie M. Davis ◽  
Diane Nailon ◽  
Sherridan Emery ◽  
Seyum Getenet ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Educators ◽  
Education For Sustainability ◽  
The Impact

scholarly journals Emergency Remote Early Childhood Teaching: A Temporary Setting or Contemporary Necessity?

2021 ◽  
Vol 1 (3) ◽  
pp. 304-320
Author(s):  
Jasmine Mahinay ◽  
Jewish Merin
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Early Childhood ◽  
Social Distance ◽  
Early Childhood Educators ◽  
Fundamental Structure ◽  
School Year ◽  
Local Sample ◽  
Temporary Solution ◽  
Phenomenological Design

The COVID-19 pandemic and the protection of social distance between educators and learners have impacted all levels of education – significantly, early childhood. It has hindered activities carried out in a direct meeting and has forced education in the 2020-2021 school year to continue through emergency remote teaching. The study determined the fundamental structure of the views of early childhood educators on emergency remote teaching to reveal how they are thinking forward regarding their teaching skillset for either the continuity or change of education in the next school year. A phenomenological design of qualitative research was employed, and a local sample of 10 educators voluntarily informed the study. Through the interviews, five theme clusters emerged that reflected their 88 significant statements. The results evidenced to the extent that early childhood educators view emergency remote teaching as beyond being a temporary solution to learning when a pandemic threatens physical classes, but its potential to become a contemporary necessity is premature and highly dependent on how families will respond and how schools will proceed as a result of their response. Thus, further exploration of professional development topics is needed to support early childhood educators to teach in any situation moving forward.

scholarly journals THE UNION ADVANTAGE IN CHILD CARE: HOW UNIONIZATION CAN HE LP RECRUITMENT AND RETENTION

Just Labour ◽  
1969 ◽  
Author(s):  
Jamie Kass ◽  
Bozica Costigliola
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Child Care ◽  
Positive Influence ◽  
Early Childhood Educators ◽  
Workplace Relationships ◽  
Publicly Funded ◽  
Recruitment And Retention ◽  
Women's Equality ◽  
Quality Programs

MUnions exert a positive influence in child care workplaces and in the sector generally. Unionization is an important strategy for dealing with recruitment and retention, two of the biggest challenges facing the sector in Canada today. Overall, unionized child care workplaces contribute to higher quality programs and attract more experienced and more trained early childhood educators. Unions support a model of professionalism and workplace relationships that is inclusive, democratic and collective. They support professional development, affordable education and regulation of the service and the occupation. They are longstanding advocates for women’s equality, and a publicly funded child care system.

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