Innovative approaches to continuous professional development (CPD) in early childhood education and care (ECEC) in Europe: Findings from a comparative review

Abstract Viewing all children as active participants in their own learning is central to inclusion. That children with atypical development experience a level of belonging that enables this in mainstream early childhood education and care (ECEC) settings remains a topic of hot debate and very much an unmet goal across the sector. Children with autism spectrum disorder (ASD), in particular, face significant challenges in ECEC settings, their educators continually seeking solutions for greater support. Given the escalating demand on mainstream ECEC settings to include these children, it was important to identify the specific supports needed by educators to achieve this with confidence and competence. This study investigated the outcomes of applying an evidence-based model of intervention to mainstream services via a targeted professional development program. Results of the study found that the benefits of engagement with mainstream ECEC settings extended beyond child outcomes to educators who were supported to develop the knowledge, understanding, and strategies to engage and teach children with ASD and manage their behaviours.

Download Full-text

Effects of a professional development program on emergent literacy-promoting practices and environments in early childhood education and care

Early Years Journal of International Research and Development ◽

10.1080/09575146.2021.1898342 ◽

2021 ◽

pp. 1-16

Author(s):

Catriona Elek ◽

Sarah Gray ◽

Sue West ◽

Sharon Goldfeld

Keyword(s):

Professional Development ◽

Early Childhood ◽

Early Childhood Education ◽

Emergent Literacy ◽

Development Program ◽

Professional Development Program ◽

Childhood Education ◽

Education And Care

Download Full-text

Reflection on the Professional Development of Early Childhood Education and Care Teachers in Japan Based on Children’s Voices

International Journal of Early Childhood ◽

10.1007/s13158-021-00306-7 ◽

2021 ◽

Author(s):

Gota Matsui

Keyword(s):

Professional Development ◽

Early Childhood ◽

Early Childhood Education ◽

Study Data ◽

Working Environment ◽

Training Methods ◽

Childhood Education ◽

Education And Care ◽

Service Training ◽

Children’S Voices

AbstractUsing action research, this study examined the professional development of teachers through the reflections that kindergarten teachers obtain from children’s voices and the relevance between the working environment and teachers’ reflection at teacher conferences in Japan. Four teachers participated in the study. Data sources included teachers’ perspectives on imitation paper, teachers’ thoughts and reflections at conferences and during interviews, visual material, and narrative observations of children’s play. Children’s voices stimulate teachers’ reflection and provide deeper insights about diversity among children. The discussions at the conference about children’s voices showed teachers’ learning in four aspects: beliefs of play, environmental setting, understanding of children, and child–teacher relationships. In the act of listening to children’s voices, each teacher was influenced by their job positions and by the relationship within teacher groups in reflection at teacher conferences. Teachers appeared to understand each other’s beliefs by engaging in regular dialogue at conferences. This study contributed to the improvement of in-service training methods in early childhood education and care.

Download Full-text