This book provides a critical insight into comparative approaches to the professional learning and development of early years educators – taken to include all those working in a professional capacity with young children in educative settings, including home-based care and education. It also analyses leadership development for the early years workforce, and the evaluation of the success or otherwise of professional development initiatives involving early years educators. The book includes perspectives on relevant policy development at local and national levels and critical consideration of research literature on the effectiveness of professional development programmes for early years educators.
The book is essential reading for professionals working in early years settings, for those engaged with the professional learning of early years educators, and for academics researching professionalism in early years education. It provides international perspectives on the professional learning and development of those working in early years education.
This book was originally published as a special issue of the journal Professional Development in Education.
Foreword Ken Jones
Introduction: The professional development of early years educators – achieving systematic, sustainable and transformative change Jane Waters and Jane Payler
1. Professional development of the early childhood education teaching workforce in the United States: an overview Rebecca E. Gomez, Sharon Lynn Kagan and Emily A. Fox
2. Contemporary practice in professional learning and development of early childhood educators in Australia: reflections on what works and why Fay Hadley, Manjula Waniganayake and Wendy Shepherd
3. Implementing curriculum reform: insights into how Australian early childhood directors view professional development and learning Kaye Colmer, Manjula Waniganayake and Laurie Field
4. The role of motive objects in early childhood teacher development concerning children’s digital play and play-based learning in early childhood curricula Joce Nuttall, Susan Edwards, Ana Mantilla, Sue Grieshaber and Elizabeth Wood
5. Preschool teachers’ informal online professional development in relation to educational use of tablets in Swedish preschools Leif Marklund
6. Reflecting on reflection: improving teachers’ readiness to facilitate participatory learning with young children Naomi McLeod
7. Do reflections on personal autobiography as captured in narrated life-stories illuminate leadership development in the field of early childhood? Sara Layen
8. Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching Darbianne Shannon, Patricia Snyder and Tara McLaughlin
9. The nature of professional learning communities in New Zealand early childhood education: an exploratory study Sue Cherrington and Kate Thornton
10. ‘Accept the change and enjoy the range’: applications of the Circles of Change methodology with professionals who support early childhood educators Kym Macfarlane, Ali Lakhani, Jennifer Cartmel, Marilyn Casley and Kerry Smith
11. Head Start classroom teachers’ and assistant teachers’ perceptions of professional development using a LEARN framework Ilham Nasser, Julie K. Kidd, M. Susan Burns and Trina Campbell
12. Educators’ expectations and aspirations around young children’s mathematical knowledge Bob Perry and Amy MacDonald
13. ‘The exchange of ideas was mutual, I have to say’: negotiating researcher and teacher ‘roles’ in an early years educators’ professional development programme on inquiry-based mathematics and science learning Stavroula Philippou, Chrystalla Papademetri-Kachrimani and Loucas Louca
14. The professional identity of early years educators in England: implications for a transformative approach to continuing professional development Sarah Lightfoot and David Frost
15. Evaluative decision-making for high-quality professional development: cultivating an evaluative stance Jennifer Sumsion, Joanne Lunn Brownlee, Sharon Ryan, Kerryann Walsh, Ann Farrell, Susan Irvine, Gerry Mulhearn and Donna Berthelsen