chapter  4
15 Pages

Beyond the Status Quo: Rethinking Professional Development for Early Childhood Teachers

ByEarly Childhood Teachers Pamela J. Winton, Patricia A. Snyder, and Stacie G. Goffi n

Forming professional development (PD) systems that prepare and support a knowledgeable and skilled early childhood education (ECE) workforce is receiving unprecedented attention (Barnett, 2011; Rhodes & Huston, 2012; Yoshikawa et al., 2013). These PD systems are expected to ensure early childhood teachers have the knowledge, skills, and dispositions to design high-quality learning environments, implement evidence-based interactional and instructional practices, and use child progress and outcomes information to inform and refi ne their practices. Based on expectations that PD will result in improved interactional and instructional practices that, in turn, promote children’s development and learning, PD has become a “hot topic” (Diamond, Justice, Siegler, & Snyder, 2013).