EARLY CHILDHOOD TEACHER PROFESSIONAL DEVELOPMENT: THE NEED FOR CONTINUING LIFELONG EDUCATION

2021 ◽  
Author(s):  
Marijana Miocic ◽  
Bernarda Tokic
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Teacher Professional Development ◽  
Early Childhood Teacher ◽  
Lifelong Education ◽  
Teacher Professional

Early Childhood Teacher Professional Development in Physical Education and Its Impact on Preschooler Motor Development

2021 ◽  
pp. 16-32
Author(s):  
Cristina Honrubia Montesinos ◽  
Pedro Gil-Madrona ◽  
Luisa Losada-Puente
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Physical Education ◽  
Teacher Professional Development ◽  
Motor Development ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Personal Perspective ◽  
Teacher Professional ◽  
Teachers Professional Development

Physical education in early years makes a unique contribution to the learning experience of children and support physical, cognitive, and social development. Teacher plays an essential role, but early childhood teacher professional development remains unclear. Literature review has shown that it is influenced by individual and social factors. Teacher professional development may have an impact on student motor development in this stage. The objectives of this chapter were to study early childhood teachers' professional development in PE and to analyze the influence and impact of early childhood teachers' professional development on their students' motor development. This chapter describes the results and conclusions of two different studies which have been developed. They highlighted that the variables that affect professional development are initial training and professional development, external perception of physical education, and personal perspective. Furthermore, findings have revealed that these three variables condition their students' motor development most.

Early Childhood Teacher Professional Development on Technologies for Young Children

2021 ◽  
pp. 102-126
Author(s):  
Lynn Hartle ◽  
Diane Bales ◽  
Katherine Gardner ◽  
Kelsey MacLeod ◽  
Megan DeFluri ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Young Children ◽  
Teacher Professional Development ◽  
Information And Communications Technology ◽  
Early Childhood Teacher ◽  
Shared Decision ◽  
Mandated Curriculum ◽  
Teacher Professional

Early childhood (EC) teachers need ongoing professional development (PD) to use information and communications technology (ICT) intentionally with young children. This chapter bridges the existing literature on PD best practices with additional interview data from EC teachers and higher education faculty. Three frames of influence on EC teachers' uses of ICT are discussed: personal – beliefs and comfort with technology; institutional – mandated curriculum, affordances of equipment, and ongoing personalized support; and societal – pervasive reliance on technology and influence on young children's future careers. The chapter concludes with PD recommendations for ICT that is content- and pedagogy-focused, based on research and policy, provides options for PD types and timing with follow up supports, and includes EC teachers in shared decision making for appropriate ICT practices in their classrooms.

Sign in / Sign up

Export Citation Format

Share Document