Toward the Identification of Features of Effective Professional Development for Early Childhood Educators

James Maxwell served as the contracting officer's representative. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. for multiple contributions to the preparation of this literature review. The authors thank the members of the Technical Work Group who provided a great deal of thoughtful and thought-provoking feedback on an earlier draft of this literature review. We also wish to thank several anonymous reviewers of an earlier draft of this paper for their extremely helpful comments. The feedback we received has guided a deeper exploration of this literature and has been greatly appreciated. viii ix ix Executive Summary Programs and policymakers face numerous challenges as they develop and implement professional development strategies for the early childhood workforce. The field lacks consistent standards and requirements for professional preparation, and, as a result, low levels of education and a minimum of specialized training in early childhood education are the norm. Less than one-third of the institutions of higher education offering two-and four-year degrees have programs in early childhood education, and those programs that exist must address the needs of nontraditional students who are likely to be juggling family and work responsibilities and logistical issues that make it difficult to attend class and complete course requirements (Early and Winton 2001). And, low wages and benefits for early childhood educators are linked to high turnover of staff in both center-based and home-based programs. Yet, policymakers and parents have high expectations for the early childhood field and the children who are cared for in early childhood settings. There is an increasing recognition that the relationship a child has with a teacher or caregiver that is both sensitive and stimulating is the central and most critical component of quality in early care and education Phillips 2000). In a comprehensive review of what is known about how young children learn and develop and the implications of this knowledge for the care and education of children, the Committee on Early Childhood Pedagogy concluded, " There is a serious mismatch between the preparation (and compensation) of the average early childhood professional and the growing expectations of parents and policy makers " (National Research Council 2001, p. 261). Current strategies of professional development do not adequately prepare …