Providing quality early childhood professional development at the intersections of power, race, gender, and dis/ability

2018 ◽  
Vol 19 (2) ◽  
pp. 206-211 ◽  
Author(s):  
Felicia V Black
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Early Childhood Professional ◽  
Education And Care ◽  
Childhood Professional ◽  
Part Time ◽  
Quality Professional Development ◽  
Childcare Center ◽  
Analytical Tools ◽  
The Given

Quality professional development for a diverse early education and care workforce has been a priority in policy reform agendas. This issue points to the need to address quality professional development for this particular workforce, across varied childcare settings, which takes into consideration the complex experiences and intersecting social positions of these individuals. This colloquium reports on a case study of part-time childcare staff’s experiences as the researcher implemented an on-site professional development program at an area childcare center. Post-structural perspectives and Black feminist thought were utilized as epistemological and analytical tools to highlight how power discourse and the intersecting subject positions (gender, race, and dis/ability) of particular participants influenced both the implementation of and access to quality professional development within the given context.

Envisioning the Impact of Decisions Made about Early Childhood Professional Development Systems by Different Constituent Groups

2007 ◽  
Vol 8 (3) ◽  
pp. 255-264 ◽  
Author(s):  
Peggy Apple ◽  
Mary Benson McMullen
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Childhood Education ◽  
Early Childhood Professional ◽  
Education And Care ◽  
The Usa ◽  
Childhood Professional ◽  
Principal Decision Making ◽  
The Impact ◽  
Joint Problem Solving

In this article the authors explore the need for early childhood practitioners and scholars to engage in joint problem solving to create and support early childhood education and care (ECEC) professional development systems in which all constituents benefit. Primary constituent groups and principal decision-making bodies are defined and analyzed, and the interrelated influences within professional development systems are considered. At the heart of the discussion is how decisions made by all constituent groups are interrelated and affect all parts of the system. For instance, decisions made about professional qualifications have an impact upon pre- and in-service ECEC professionals, current ECEC professionals, children and their families, and individuals within ECEC businesses and communities. Although the discussion in this article is about these issues as they are played out within the USA, the authors believe that the implications raised may be usefully considered by ECEC professionals and those engaged in professional development in other cultures and contexts.

Implementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons Learned

NHSA Dialog ◽  
2011 ◽  
Vol 14 (4) ◽  
pp. 275-292 ◽  
Author(s):  
Jennifer LoCasale-Crouch ◽  
Marcia Kraft-Sayre ◽  
Robert C. Pianta ◽  
Bridget K. Hamre ◽  
Jason T. Downer ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Lessons Learned ◽  
Early Childhood Professional ◽  
Childhood Professional ◽  
Early Childhood Professional Development ◽  
Development Course

The Perceptions of Principals on their Leadership Role in Pre-primary

1998 ◽  
Vol 23 (2) ◽  
pp. 26-30 ◽  
Author(s):  
Elizabeth Stamopoulos
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Primary School ◽  
Primary Schools ◽  
Developmentally Appropriate ◽  
School Principal ◽  
Leadership Role ◽  
Early Childhood Professional ◽  
Childhood Professional ◽  
Appropriate Practices

The incorporation of pre-primary centres into Western Australian government primary schools has shifted the responsibility for leadership from the kindergarten director to the primary school principal. Concerns have been raised that principals who are responsible for appraisal of pre-primary teachers are providing inadequate educational leadership to these teachers because of their lack of theoretical and practical background in early childhood. They have not been provided with professional development to adequately support them in this role. However, to date, it seems that principals have not been asked for their views about their capacities concerning the pre-primary sector. For these reasons this study investigated the question: How do primary school principals perceive they fulfil their administrative, managerial and educational roles in respect to pre-primary centres? The majority of principals in the district surveyed indicated that they considered administration/management to be their most important role in relation to pre-primary education. A greater number of principals indicated inadequate performance in dealing with educational issues. The majority of principals said the system should require pre-primary training for principals, provide each school with materials that outline developmentally appropriate practices; and provide early childhood professional development courses for principals.

scholarly journals Reconceptualising and (re)forming early childhood professional identities: Ongoing transnational policy discussions

2020 ◽  
pp. 147821032097601
Author(s):  
Sonja Arndt ◽  
Kylie Smith ◽  
Mathias Urban ◽  
Tomas Ellegard ◽  
Beth Blue Swadener ◽  
...  
Keyword(s):  
Early Childhood ◽  
Teacher Identity ◽  
Well Being ◽  
The United States ◽  
Professional Identities ◽  
Early Childhood Professional ◽  
Education And Care ◽  
Childhood Professional ◽  
Professional Self ◽  
Teacher Professional

Problematic policy constructions of the purpose of education implicate professional identities and working conditions of professionals working with the youngest children. This paper builds on our earlier writing, to contest teacher professional identities in Australia, Ireland, Denmark and the United States of America, to illustrate the crucial importance of contextualised policy landscapes in early childhood education and care. It uses prevailing policy constructions, power imbalances and tensions in defining teacher identities, to ask crucial questions, such as what has become of the professional ‘self’. It questions the fundamental ethics of care and encounter, and of worthy wage and other campaigns focused on the well-being of teachers when faced with a world-wide crisis. The cross-national conversations culminate in a contemporary confrontation of teacher identity and imperatives in increasingly uncertain times as evolving in light of the COVID-19 pandemic.

Early Childhood Programs as Professional Development Schools

2015 ◽  
pp. 147-156
Author(s):  
Linda K. Taylor ◽  
Patricia Clark
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Professional Development Schools ◽  
Early Childhood Programs ◽  
Future Directions ◽  
University Partnerships ◽  
Early Childhood Professional ◽  
Childhood Professional ◽  
Early Childhood Professional Development

The focus of this chapter is on the establishment and maintenance of early childhood Professional Development Schools (PDSs). While the advent of PDS partnerships goes back to the 1980s and 1990s, very few of the PDSs have involved university partnerships with early childhood (pre-K) programs. This chapter outlines some of the opportunities and possibilities that early childhood PDSs offer, as well as some of the unique obstacles that are encountered when working with pre-kindergarten programs. Specific examples are provided of work in three different early childhood PDSs. The chapter concludes with an examination of future directions for early childhood Professional Development Schools.

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