"Professional development in early childhood educators"

The knowledge, skills and practices of these teachers are essential to determine:
1. The way that children learn.
2. How prepared are they to enter school.
These educators need to:
1. Fully understand child development.
2. Early education problems.
3. Provide meaningful experiences that include:
  1. Vulnerable children.
  2. Underprivileged children.
4. Maintain connectivity with all families, optimizing resources.
The fact that these educators contribute to that optimal childhood learning has been intensified with:
1. "No child left behind act of 2001" (Public law 107-110)
In the infant stage, those responsible for childcare should:
1. Meet educational requirements.
  1. To support young children's learning.
2. Receive professional development.
  1. To improve your skills.
It is necessary to examine the: What works? For whom does it work? In what contexts? and at what cost?
1. To improve the connections between:
  1. Professional development research.
  2. Early childhood policies.
Early childhood professional development must go beyond:
1. Beliefs.
2. Experiences.
3. Knowledge.
4. Skills.
5. Practice.
For a scientific professional development effort in early childhood, it requires:
1. Build a body.
2. Build theories.
3. Evidence of processes.
In conclusion, to guide planning and implement school reforms requires:
1. More research where it is implemented:
  1. The theoretical.
  2. The empirical.

Resource summary

	Created by Tatiana Betancur almost 4 years ago