Take Charge - NAEYC

Take Charge
of Your Personal and
Professional Development

Carla B. Goble and Diane M. Horm

© Carla Goble As the instructor gathered up books
and materials one evening after a com-
Carla B. Goble, PhD, is the George Kaiser Family Foundation Endowed Professor munity college teacher-inservice class,
of Child Development at Tulsa Community College in Oklahoma. She teaches child one student lingered and then came
development and early childhood education courses, coordinates the child develop- up to the front of the room. She said,
ment program, and facilitates the professional development of early childhood teachers. “My director made me take this class,
[email protected] and I really didn’t want to have to go to
school, especially at night. I work all
Diane M. Horm, PhD, is the George Kaiser Family Foundation Endowed Chair of Early day, and it is difficult for me to find time
Childhood Education and director of the Early Childhood Education Institute at the to study.” Then she brightened, saying,
University of Oklahoma at Tulsa. Along with colleagues, she implements a bachelor’s “But I have learned new things in this
degree completion program in early childhood education in partnership with Tulsa Com- class, and I like being here where I can
munity College as the primary collaborator. [email protected] talk to other teachers like myself. In my
classroom I’ve started using the posi-
  This article is available in an online archive at www.naeyc.org/yc/pastissues. tive guidance strategies we’re learning,
and I already see such a difference
in the children’s behavior and learn-
ing. I only wish I had known all this
before—earlier in my teaching. I could
have been a better teacher and avoided

Csome mistakes.”
omments like these are not
uncommon. Although a reluctant
student at first, the teacher in the
scenario recognizes the benefits
of professional development as
she learns new, effective teaching
approaches. Her program’s director,
like many a counterpart, responded
to the increased call for higher levels
of professional development for early
care and education teachers by “mak-
ing” the teacher take college classes.
Many state licensing agencies and
prekindergarten, Head Start, and Early
Head Start employers are becoming

86 Reprinted from Young Children • November 2010

more aware of the growing body of The early childhood The Importance
research (Bowman, Donovan, & Burns education profession of Professional
2001; Barnett 2004) that supports the Development for Early
benefits of professional development   Like the field of nursing, early Childhood Teachers
for early childhood educators, early childhood education has changed
childhood education programs, and, and evolved from a job or occupa-   Teaching young children is seri-
most important, young children. tion into a professional field and ous work that requires high-quality,
  The need for professional develop- career. Similarities between the two dedicated, professional teachers
ment is universal, whatever a person’s fields include increased education who see the importance of what they
profession. Professionals must con- requirements, differentiated levels do and are eager to increase their
tinually enrich their knowledge and of staffing with corresponding levels effectiveness, knowledge, and skills.
increase their sense of professional- of education, and expectations of
ism over the course of their careers lifelong learning and professional • Research findings indicate that
so as to implement current research- development (NAEYC 1993; Parkin “quality encompasses a broad array
based practice. Relative to early care 1995; Gerrish, McManus, & Ashworth of knowledge, skills, and behav-
and education, NAEYC emphasizes 2003; Cameron, Armstrong-Stassen, iors” (Early et al. 2007, 575). The
that “it is through caring, commit- & Out 2004). More than 20 years ago, researchers say further that “by
ted, and competent early childhood Lilian Katz (1987) identified attributes definition, teachers who provide
professionals that young children and in the early childhood education field instruction that leads to positive child
their families experience the excellent that are inherent in any profession: outcomes are high-quality teachers.”
curriculum, the appropriate teaching a code of ethics, a specialized body
strategies, the thoughtful assessment of knowledge, standards of practice, • A report by NCEDL (National
practices, the supportive services, a professional organization, district Center for Early Development
and the effective public policies” associations, and at least one profes- and Learning) on connecting pro-
evident in high-quality early care and sional credential. fessional development to child
education settings (Hyson 2003, 1). To   The work of Feeney and Freeman outcomes “revealed that it is high-
deliver this range and type of high- (Feeney 1995; Feeney & Freeman 2002; quality interactions between children
quality services, early care and edu- Freeman & Feeney 2006) explores and teachers that are the active
cation staff must complete ongoing early childhood education as a pro- ingredients through which pre-K
professional development. fession and documents the changes programs foster the academic, lan-
  Early childhood professional devel- and challenges as new dimensions guage, and social competencies of
opment brings to the forefront the of professionalism have been added. children” (2008, 4). The report fur-
significance of the early years for Freeman and Feeney (2006, 16) ask ther says, “Improving teacher-child
children’s learning and development early childhood educators to consider interactions requires continuing and
and highlights the central role early “what opportunities today’s leaders consistent professional development
childhood educators play in children’s may pursue to increase this profes- opportunities . . . ”
successful outcomes. The purpose of sionalism.” Mitchell (2007) points out
this article is to help early childhood improved public perceptions of early • A study on the relationship
teachers recognize the importance of childhood education as evidence that between teaching behaviors, col-
their professional development and to progress has been made in profession- lege education, and child-related
encourage them to be proactive about alizing the field (see “The Importance professional preparation (Berk 1985)
their own personal and professional of Professional Development for Early found that early childhood educa-
growth and development. Childhood Teachers”). tion teachers with two- or four-year
college degrees offered more direc-
Professionals must continually enrich their knowl- tion and suggestions to children and
edge and increase their sense of professionalism were more responsive and encour-
over the course of their careers so as to imple- aging than teachers who did not
ment current research-based practice. have college degrees. Teachers who
had child-related, college-level pro-
fessional development emphasized
oral language development almost
three times as much as did teachers
with a high school education.

Reprinted from Young Children • November 2010 87

Growing professionally © Carla Goblesional develop-
ment opportuni-
  Professional development is more ties, map a career and develop new ways of relating to
than taking a college class or attend- path, and acquire and interacting with children and oth-
ing a workshop. Just as children’s ongoing knowledge ers. Talking with other teachers about
development encompasses more and skills. Be sure patience or having a sense of humor,
than the old “nature versus nurture” your professional keeping a personal reflection journal,
debate, the growth of teaching compe- development and developing healthy outlets for
tence involves more than just believ- path is designed stress are some strategies to consider.
ing that we can make decisions that to advance both Enlisting the help of a mentor, coach,
impact our own professional develop- personal and pro- or role model who exhibits the desir-
ment and teaching quality. Wittmer fessional compe- able personal characteristics is a
and Petersen tell us that becoming a tencies and, most potentially helpful method for making
professional “requires courage, com- important, to pre- changes in one’s own personal prac-
mitment, and caring” (2006, 358). pare you to be the tices and habits.
They add that to be “a reflective, best early child-
theory-based professional is to reflect hood teacher you   Professional development. Free-
on your vision for children and fami- can possibly be. man and Feeney (2006) recommend
lies, professional philosophy, ethical that to progress in the early childhood
values, and professional plan (your   Personal devel- education profession, teachers need
vision for yourself).” opment. Laura to recognize the distinctive features
Colker (2008) asks inherent in the educator role. As early
  Knowledge development. Because what it takes to be
professional development is con- an effective early
nected to developmentally appropri- childhood teacher
ate early childhood teaching and and identifies a
children’s development and learning, dozen personal
early childhood teachers should take characteristics:
charge and actively seek and complete passion, persever-
ongoing professional development. ance, willingness
Essential first steps are identifying to take risks, prag-
your personal characteristics and matism, patience,
then assessing your professional flexibility, respect,
knowledge, skills, and behaviors. creativity, authen-
Upon entry and throughout a career ticity, love of learning, high energy,
in early childhood education, give and sense of humor. Analysis reveals
thoughtful attention and planning to that the characteristics are clustered
your personal development and the in the social-emotional domain. These
demands of the field—the necessary dispositions or temperament vari-
knowledge, skills, and behaviors. ables were self-identified by 43 early
  To maximize your professional devel- childhood practitioners in interviews
opment opportunities, it is important by Colker. Her survey focused on a
to set goals, plan for and seek profes- discussion about how the teachers
chose early childhood education as
Be sure your profes- a field and why early childhood care
sional development path and teaching was a good career match
is designed to advance for them as individuals.
both personal and pro-   To further their personal develop-
fessional competencies. ment, early childhood educators can
use the attributes listed by Colker
(2008) to help pinpoint personal
strengths as well as characteris-
tics that may require modification.
Teachers can modify their own style

88 Reprinted from Young Children • November 2010

childhood education practitioners, that reflect new knowledge and standards that “promote the unify-
we can consider how these distinc- understandings. The philosophy ing themes that define the early
tions can guide “the creation of a statement should be kept in a pro- childhood profession” (NAEYC
unique professionalism that honors fessional portfolio (Priest 2010) 2009, 2). The standards and key
our field’s particular ways of working that documents not only your pro- elements (pp. 11–17, www.naeyc.
effectively with young children and fessional development activities org/files/naeyc/file/positions/
their families” (Freeman & Feeney but also your advances in knowl- ProfPrepStandards09.pdf) can be
2006, 16). The field of early child- edge and skill. Learning and pro- used as a guide to plan and track
hood education has particular ways fessional development are lifelong, your professional development.
of approaching and addressing pro- and Wittmer and Peterson remind   These core standards are used
gramming for young children, includ- us, “Developing a philosophy is a in NAEYC accreditation of associ-
ing partnering with families (Briggs, process rather than a product. It is ate degree programs and NAEYC
Jalongo, & Brown 2006). ongoing and professionals should recognition of baccalaureate,
  The core values and specific fea- rewrite it often in their careers as master, and doctoral programs in
tures of early childhood education they grow in knowledge and expe- National Council for Accreditation
include, and go beyond, the personal rience. Professionals can use their of Teacher Education (NCATE)
qualities noted by Colker (2008). They philosophy statement to reflect on accredited schools of education.
are specialized knowledge, philosophi- their values and stay true to their The standards describe what
cal foundations, research-to-practice principles as they progress in the well-prepared students (at associ-
applications, and ethical guidelines profession” (2010, 380). ate, BA/BS, and graduate levels of
(NAEYC 2005; Feeney 2010). professional preparation) should
2. Know what’s expected of a know and be able to do, and thus
  Taking charge. An important step professional. The field of early outline the scope of our field’s
in taking charge of your own profes- childhood education has identified professional knowledge and skills.
sional growth is to develop a state- specific knowledge, skills, and dis- Progression through the various
ment defining your early childhood positions that are inherent in the levels of formal education deepens
education professional philosophy preparation of high-quality early one’s knowledge base and exper-
and to know what’s expected of an childhood teachers. These profes- tise in these core areas.
early childhood education profes- sional attributes include six broad
sional. This is essential not only
for your own understanding of © Ellen B. Senisi
how and why you teach young
children but also to be able to
communicate to families and
others how children develop
and why you use certain teach-
ing practices.

1. Write out your philosophy.
Wittmer and Petersen (2010)
explain the purpose and use
of a professional philosophy:
“A professional’s philosophy
statement includes what you
believe about the rights of
children, goals for children,
what children need, how they
learn best, the definition of
quality in programs, and why it
matters for children and fami-
lies” (p. 380). Early childhood
educators should review their
philosophy statement often
and, as they learn and grow
professionally, make changes

Reprinted from Young Children • November 2010 89

Types of professional Teachers may use a variety of methods for
development self-study and informal professional develop-
ment, depending on their individual learning
  As you develop an NAEYC standards- style, needs, and circumstances.
based plan for professional develop-
ment, it is important to recognize the timedia presentations, taking online professional development and assists
various forms of professional develop- courses, and participating in staff them in effectively meeting a broad
ment available. Purposefully select meetings and in-house workshops; scope of demands in today’s evolving
those tailored to your short- and long- receiving reflective supervision and early childhood education profession.
term career goals. mentoring by more experienced prac- Most important is the empowerment
  Formal professional development titioners; discussing issues with peers that comes from taking charge of your
opportunities bearing academic credit and supervisors; visiting and observ- own personal and professional devel-
are available through colleges and ing in other classrooms; and using opment. You will become the best
universities in the forms of certificate professional development websites as qualified educator you can be for each
programs and degrees, such as associ- well as attending professional devel- child whose life you touch and change
ate, bachelor, and advanced graduate opment institutes and conferences. during the course of your career as an
degrees. Some two- and four-year   Several online resources can help early childhood educator.
colleges work together to ensure you develop and plan your own pro-
career pathways beginning with CDA fessional development (see “Online References
preparation, going on to the associate Resources for Professional Develop-
degree, and then a bachelor’s degree. ment”). Head Start’s Early Childhood Barnett, W.S. 2004. Better teachers, better
  These pathways are created Learning and Knowledge Center web- preschools: Students’ achievement linked
through partnerships called articula- site provides descriptions of various to teacher qualifications. Preschool Policy
tion agreements. In some communities, types of professional development Matters Issue 2. New Brunswick, NJ: National
articulation agreements do not exist. opportunities as well as tips and Institute for Early Education Research.
Where they are in place, it is impor- strategies. The Child Care and Early
tant to recognize that they may vary Education Research Connections web- Berk, L.E. 1985. Relationship of caregiver
in the number of credit hours that site links early childhood curriculum education to child-oriented attitudes, job
can be transferred from the two-year to research. Membership in NAEYC satisfaction, and behaviors toward children.
to the four-year college. Thus, it is provides professional publications Child Care Quarterly 14 (2): 103–29.
valuable to meet with academic coun- and opportunities for professional
selors from both institutions to make development and for linking with Bowman, B.T., M.S. Donovan, & M.S. Burns.
certain that credits are recognized other early childhood professionals at 2001. Eager to learn: Educating our preschool-
and will transfer. national, state, and local levels. NAEYC ers. Report of the National Research Council.
  College credits from specialized publications Young Children and Washington, DC: National Academies Press.
early childhood and child develop- Teaching Young Children make many
ment courses are applicable in meet- articles and resources available online. Briggs, N.R., M.R. Jalongo, & L. Brown. 2006.
ing CDA renewal and state licensing Working with families of young children: Our
requirements as well as degree Conclusion history and our future goals. In Major trends
requirements. Continuing education and issues in early childhood education, eds.
units, known as CEUs, are also avail-   The quality of an early childhood J.P. Isenberg & M.R. Jalongo, 56–69. New
able for some workshops and other program is directly related to an indi- York: Teachers College Press.
professional development seminars. vidual teacher’s professional develop-
These can be applied to CDA renewal ment. By designing and completing a Cameron, S., M.S. Armstrong-Stassen, & J. Out.
and child care licensing and require- professional development plan, early 2004. Recruitment and retention of nurses:
ments, and as documentation of train- childhood educators ready them- Challenges facing hospital and community
ing required by programs. selves for each step on the profes- employers. Canadian Journal of Nursing
  Teachers may use a variety of sional development ladder. The pro- Leadership 17 (3): 79–92.
methods for self-study and informal cess enhances their own personal and
professional development, depend- Colker, L.J. 2008. Twelve characteristics of
ing on their individual learning style, effective early childhood teachers. Young
needs, and circumstances. Examples Children 63 (2): 68–73. www.naeyc.org/yc/
include reading professional journals pastissues/2005/march
and books; viewing professional mul-
Early, D.M., K.L. Maxwell, M. Burchinal, R.H.
Bender, C. Ebanks, G.T. Henry, J. Iriondo-
Perez, A.J. Masburn, R.C. Pianta, S. Alva, D.
Bryant, K. Cai, R.C. Clifford, J.W. Griffin, C.
Howes, J. Hyun-Joo, E. Peisner-Feinberg, N.
Vandergrift, & N. Zill. 2007. Teachers’ educa-
tion, classroom quality, and young children’s
academic skills: Results from seven studies
of preschool programs. Child Development
78 (2): 558–80.

90 Reprinted from Young Children • November 2010

Feeney, S. 1995. Professionalism in early child- Online Resources for Professional Development
hood teacher education: Focus on ethics.
Journal of Early Childhood Teacher Education Child Care and Early Education Research Connections. This site provides com-
16 (3): 13–15. prehensive, up-to-date, easy-to-use resources from the many disciplines related
to the field of early childhood education. www.researchconnections.org
Feeney, S. 2010. Celebrating the 20th anniver-
sary of NAEYC’s Code of Ethical Conduct— Council for Professional Recognition. Here are resources for the Child Devel-
Ethics today in early care and education: opment Associate (CDA) Credential as well as other professional development
Review, reflection, and the future. Young opportunities and materials. www.cdacouncil.org
Children 65 (2): 72–77.
Early Childhood Educator Professional Development Program. This U.S.
Feeney, S., & N.K. Freeman. 2002. Early child- Department of Education website provides professional development programs
hood education as an emerging profession: for improving the knowledge and skills of early childhood educators who work
Ongoing conversations. Child Care Informa- in communities with high levels of poverty and who teach children of families
tion Exchange (Jan/Feb): 38–41. with low incomes. www.ed.gov/programs/eceducator/index.html

Freeman, N.K., & S. Feeney. 2006. Viewpoint. Early Childhood Learning and Knowledge Center. The Office of Head Start offers
The new face of early care and education: lists of professional development opportunities, tools and resources, information
Who are we? Where are we going? Young on professional organizations, and links to other websites for early childhood edu-
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Gerrish, K., M. McManus, & P. Ashworth. 2003. National Association for the Education of Young Children. NAEYC’s online
Creating what sort of professional? Master’s Early Childhood Professionals pages provide resources for improving profes-
level nurse education as a professionalizing sional practice and links to resources for self-study, courses, training sessions,
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www.naeyc.org/yc/pastissues and www.naeyc.org/tyc for online articles)
Hyson, M., ed. 2003. Preparing early childhood
professionals: NAEYC’s standards for initial National Child Care Information and Technical Assistance Center. The
licensure, advanced, and associate degree Child Care Bureau offers this national clearinghouse and technical assistance
programs. Washington, DC: NAEYC. center to provide child care information resources and services, state and terri-
tory information, federal information, research, and other tools and resources.
Katz, L.G. 1987. The nature of professions: http://nccic.acf.hhs.gov
Where is early childhood education? In Cur-
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available include information for families, early intervention providers, schools
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Young Children 62 (4): 6–7. http://community.fpg.unc.edu/npdci

NAEYC. 1993. A conceptual framework for The National Registry Alliance. This private, nonprofit, voluntary organization
early childhood professional development: maintains state early childhood and school-age workforce registries and profes-
A position statement of the National Asso- sional development leaders; also provides information, briefs, and conference
ciation for the Education of Young Children. information. www.registryalliance.org
Washington, DC: Author. (Under revision
2010–11.) www.naeyc.org/files/naeyc/file/ Index of Advertisers
positions/PSCONF98.PDF
Anti-Defamation League/27 NAMC North American Montessori
NAEYC. 2005. Position Statement. Code of A+ Child Supply/25 Center/37
ethical conduct & statement of commitment. A Theme Learning Center Box/40
Revised. www.naeyc.org/files/naeyc/file/ ClassesOnline4U/35 Pacific Oaks College/41
positions/PSETH05.pdf Concordia University–Saint Paul/7 Pearson/PsychCorp/19
Contemporary Forums/96 Rada Cutlery/47
NAEYC. 2009. Position Statement. NAEYC stan- EZCare Online Software/81 Rourke Publishing LLC/17
dards for early childhood professional prepa- Hatch Inc./71 Simple Simon/Moneris Solutions/53
ration programs. www.naeyc.org/files/naeyc/ HighScope/97 The Source for Learning/back cover
file/positions/ProfPrepStandards09.pdf Kansas State University/31 TeachingStrategies/3
Music Together/51 Walden University/5
NCEDL (National Center for Early Develop- NAEYC Resources/inside front cover, Western Governors University/15
ment and Learning). 2008. Connecting pro- World Forum Foundation/inside back cover
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Parkin, P.A.C. 1995. Nursing the future: A re-
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in the light of some recent developments.
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Priest, C. 2010. The benefits of developing a
professional portfolio. Young Children 65 (1):
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january

Wittmer, D.S., & S.H. Petersen. 2010. Infant and
toddler development and responsive program
planning: A relationship-based approach. 2nd
ed. Upper Saddle River, NJ: Merrill/Pearson.

Copyright © 2010 by the National Association for the
Education of Young Children. See Permissions and
Reprints online at www.naeyc.org/yc/permissions.

Reprinted from Young Children • November 2010 91