Professional Development

for ECE Teachers

Overview of Chapter 7
Continuing Issues in Early Childhood Education by Stephanie Feeney, Alice
Galper, and Carol Seefeldt

Ashford University - ECE601

Instructor: Dr. Lisa Rodriguez
 What is a Profession?
• Training program
• Specialized knowledge and skills
• Training delivered in accredited institutions
• Stringent entrance requirements
• Code of ethics
• Standards of practice
• Social necessity
• Altruism
• Autonomy
• Self-regulation

The authors do not believe that the field is yet accepted as a

true profession, but that it is moving in that direction.
(Feeney, et al, 2009, p. 159)
 Three Components of Professional
Development
1) Education – Content specific
coursework in a formal education
system environment
2) Training – outside formal education
system. Inservice training.
3) Credentialing – certifications
and/or licensing.
(Feeney, et al, 2009, p. 160)
 Andragogy – The Art and
Science of Teaching Adults
Adult Learning
Theories

Age Theory –
Different challenges
and strategies are
necessary at
different ages.

Stage Theory – People

mature cognitively,
and pass through
stages in the
process of growing
wiser.
Click to start the video.
 KATZ’S STAGES OF
TEACHER DEVELOPMENT
• Stage 1 – Survival. Needing intensive support. 1
to 2 years
• Stage 2 – Consolidation. Extension of survival
period. Begin to differentiate tasks and skills to
be mastered. 1 to 3 years
• Stage 3 – Need renewal. Looking for new learning
challenges and inspiration. 3rd or 4th year of
teaching. Conferences, journals, films,
• Stage 4 – Maturity. Final development –seminars,
courses, degree programs, books, journals, and
conferences
 COGNITIVE DEVELOPMENT
THEORY
• Intellectual development from
concrete to abstract
• More highly experienced teachers
have more intrinsic satisfaction, and
less need for external validation
FUNCTIONAL THEORY
Adults prefer to plan their own
educational paths and choose topics
that are interesting and relevant to
them.
 Themes in ECE Professional
Development

• Bifurcation – Public and government

funded school settings very
different from private settings
• Child development knowledge
• Female dominated profession –
lack of political clout and
professional recognition
 Three Areas of Knowledge in the
Subject of Child Development

• Typical child development

• Developmental differences
• Social and cultural factors that may
affect development
 10 Areas of Core Knowledge
• Knowledge of child development
• Methods for teaching diverse children
• Use of multiple forms of assessment
• Organization of learning environments
• Curriculum design that helps children make
connections
• Strategic use of resources and technologies
• Parent and family outreach
• Professional collaboration and development
• Reflection for enhanced teaching
• Vertical alignment

Sadowski, as cited by Feeney, et al, 2009, p. 172)

 NAEYC Standards for Professional
Preparation
• Promoting child development and learning
• Building family and community relationships
• Observing, documenting, and assessing to
support young children and families
• Teaching and learning
– Connecting with children and families
– Using developmentally effective approaches
– Understanding the importance of each content
area in young children’s learning
• Becoming a professional

Feeney, et al, 2009, p. 172-173)

 Four Barriers to ECE Teacher Preparation
• 1) Political: Educational reforms are usually mandated by
bureaucrats rather than effected by teachers in the
field.

• 2) Structural Barriers: Low status, bifurcation, vague

definitions and guidelines

• 3) Institutional Barriers: Low status of ECE in many

universities.

• 4) Interpersonal Barriers – Difficulty of ECE

professionals working collaboratively in a field that is
poorly compensated and perceived as low status.
 Logistics of
Professional Development

• Preservice – Preparation for the

field
• Education – Study in an accredited
institution leading to a degree
• Training – In-service workshops,
conferences, symposiums
 Need for Systems Approach
There is a need in the field of Early
Childhood Education to construct
professional development on the basis of
recent research.
Connections should be made between
research and policies
Professional qualifications must be
standardized across all ECE settings.
Respect and appropriate compensation
 References
• Feeney, S; Galper, A.; & Seefeldt, C. (2009). Continuing issues in early childhood
education. Upper Saddle River, NJ: Pearson, Inc.
• Finlay, J. (2010). Andragogy (Adult Learning). Retrieved from http://
youtu.be/vLoPiHUZbEw.