Professional Development For Early Childhood Educators

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This compelling study provides us with the results of high-quality professional training for young teachers and the opportunities it creates for our industry. Educating teachers benefits not only them, but also our children, their education and development.

Australia’s young educators – often the unsung heroes of the industry – are well suited for professional development. In fact, as we learn more about how people learn, it is even more important that all teachers have the opportunity to receive further training in their profession.

Professional Development For Early Childhood Educators

Professional Development For Early Childhood Educators

Evidence shows that if a child receives high-quality early childhood education, it significantly contributes to good educational results[1]. Research also shows that when a child graduates from school, they are about 20 weeks more advanced (by year 3) than a child who has not attended medical school[2].

What Does Quality Professional Learning Look Like For Early Childhood Teachers?

It is clear that well-trained and highly qualified teachers play an important role in providing quality early childhood education and care.

As one Australian study[2] stated: “There are significant benefits to early childhood education teachers”.

Therefore, its advantages are obvious. But how do we ensure that our early childhood educators have the skills and training they need to succeed?

Early years teachers have a range of qualifications – from pre-academic to advanced [3] – so opportunities for progression are essential.

Learning Policy Institute

There are a number of ways to do this, including gaining a formal qualification or studying in a professional environment that encourages continuous reflection and process improvement.

Andreas Schleicher, head of the education and skills department, discusses the importance of early childhood education in all countries of the Organization for Economic Cooperation and Development (OECD).

In fact, this study of nine in the United States[7] examining the effects of vocational training – including early childhood experiences – found that an average of 49 hours of vocational training per year can improve student outcomes by 21%[4]. . It is 1.4 times that of teachers with little or no training[5].

Professional Development For Early Childhood Educators

The results of higher education are not limited to academic results. A meta-analysis of technical training for teachers also showed positive personal and social outcomes for students[6].

Exploring Essential Skills For Early Childhood Teachers

The background is a conscious change in the practices of teachers participating in technical education. In a 2017 Australian Institute for Teaching and School Leadership (AITSL) survey of over 1700 teachers, 76 per cent of respondents wanted to make some changes to their practice after entering higher education.

We know that professional learning methods expose teachers to evidence-based methods. These are often implemented and managed in educational environments and focus on improving the educational process by taking into account what is happening on the site.

As Timperley and Alton-Lee suggest, recent research has shown that “increasing teachers’ knowledge of how to assess students’ current understanding to determine what needs to be taught next can have a powerful effect on student learning.”

Although this example is from a school, it highlights a very important point: learning skills need to be viewed on the basis of each child’s differences.

Skills Framework For Early Childhood

Unlike in a school setting, trained early childhood teachers are often the only teachers at their site. It’s a double-edged sword because even though these teachers can attend and pay for technical training, they may struggle to get regular teacher cover/aide to attend.

Also, location-based professional learning opportunities, such as watching a colleague teach or receiving feedback from experienced teachers, are not necessarily available.

In addition to this, vocational training in early childhood education is not always considered important, and what is offered often does not meet the needs of young teachers.

Professional Development For Early Childhood Educators

In a recent AITSL survey of over 1,000 early childhood educators, 35 percent answered that it was difficult or very difficult to choose a vocational course relevant or relevant to their early childhood education.

Nc Institute For Child Development Professionals

At the same time, the respondents considered the needs of their students (66.5%) and areas for growth in teaching activities (62.4%) to be the most important factors in choosing higher education.

Effective collaboration is most beneficial when leaders promote a culture of learning among employees. However, early childhood educators often face the problem that, unlike their peers in elementary and middle school, many of their leaders are untrained.

This can make it difficult to develop professional learning strategies through collaborative opportunities, especially in small settings where there may be only one graduate teacher.

However, the AITSL survey also shows that early childhood teachers are less likely to receive advice from their peers, with only 35 percent of early childhood teachers having participated in teaching or mentoring in the past 12 months, compared to 47 percent across the board. a bigger job.

Pdf) Early Childhood Educator Professional Development

Therefore, there should be better opportunities to communicate with experienced colleagues within or between changes. Possible solutions may include focusing on professional associations or networks and using online platforms more efficiently and effectively.

It is clear that young teachers need more opportunities for higher education. Regardless of whether they teach in a small, parent-led school or a large preschool, early childhood educators should receive equal opportunities for professional learning – to improve their professional practice and positively impact children’s educational outcomes. .

Here at AITSL, we all have evidence and use it to inform the best teaching methods. We believe that this not only empowers teachers – including young people – but also makes them more confident and proud of the work they do. Much needs to be done to ensure that young teachers get into higher education. As a former teacher and principal in rural Australia, I am proud to support AITSL in its mission to help young teachers succeed. Daniel Pinchas, Director General of Education and School Administration, AITSL.

Professional Development For Early Childhood Educators

[1] Melhuish, E., Howard, S., Siraj, I., Neilsen-Hewett, C., & Kingston, D. (2016). Enhancing effective learning (FEEL) through an early childhood educator’s professional development program to improve children’s professional behavior and outcomes in the preschool years: Research protocol of a randomized controlled trial.

Professional Development Plan 2

A discussion on the use of the National Professional Standards for Teachers (NPST) for teachers working in early childhood education and care services: A report to AITSL and ACECQA

[6] Timperley, H. and Alton-Lee, A. (2008). Reforming Vocational Education: An Alternative Approach to Promoting Positive Outcomes for Diverse Learners.

These resources cover many topics including: program and practice, culture and people, leadership and management, communication and well-being, legal and ethical work, children’s health and safety. Read more. Being an expert is hard work. It requires personal commitment, lifelong learning and a desire to continuously develop. It means being recognized for what you do and gradually getting paid for your knowledge and skills. Professionals in every field are looking for new ideas, methods and new methods, collaborating and learning with their colleagues and moving forward with customer solutions.

. A high degree of creativity is critical in our work due to the development of the brain, which takes place in the early years of development.

Early Childhood Education Career Path Possibilities

Participating in early childhood education means commitment and desire to participate in this work by valuing our education, skills and professional growth every year. Because our work is very important to the health and well-being of our community, our expertise is at the core of our operations. Early childhood education staff are encouraged to set personal and professional goals, plan for professional development, join and participate in professional associations, receive support, mentor peers, and educate the community about the needs of children and families.

Early childhood education experts serve children, families and communities at the same time. The task of teaching and caring for young children affects all aspects of our lives as a community

. Early childhood education specialists can be found teaching in licensed child care facilities all day through third grade and private classes, providing essential care and education to children before, during and after their parents work or attend school. school. Early childhood education professionals are successful kindergarten leaders, public school leaders, university professors, coaches and instructors. We work in schools, daycare centers, homes, churches, colleges, universities and non-profit organizations – and we make a difference.

Professional Development For Early Childhood Educators

North Carolina’s early childhood system has a long and successful history and is studied by researchers, policy analysts and other state governments across the country. North Carolina was one of the first states to implement Early Childhood Licensing and Learning Centers and created comprehensive support for early childhood education professionals as part of Smart Start funding and the NC CCR&R Council. North Carolina also has one of the nation’s first, most successful, and longest-running early childhood education and training systems (QRIS). Promoting Intentional Teaching: The Learn Professional Development Model For Early Childhood Educators Ebook

. North Carolina Institute for

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