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ERIC Number: ED478111
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
Challenges in Early Childhood Environments: Voices from the Field.
Johnson, Celia E.; Lee, Hwa; Templeton, Rosalyn Anstine
Advocating for young children is a primary focus of professionals in early childhood education (ECE). The complex nature of the EC profession requires comprehensive and multidimensional professional development opportunities. The purpose of this study was to identify current challenges faced by ECE professionals. The intent was to gather information that would provide direction in planning for professional development opportunities. Approximately 200 early childhood professionals participated in a conference which utilized a learning circle format. Outcomes from learning circle discussions were collected and analyzed. Participants identified everyday challenges that have an effect on their ability to provide optimal learning environments. Major challenges identified by the participants included lack of family involvement, social issues, lack of opportunities for professional development, dealing with children's behavioral problems, and curriculum and assessment. Based on the identified challenges, participants brainstormed strategies that would be effective in supporting children and families. Major strategies that they utilized pertained to implementing effective curriculum strategies, participating in professional development opportunities, advocacy work, and collaboration with parents. Strategies suggested by participants reflect the basic principles of understanding children's needs, respecting family diversity, and assuming leadership roles. Findings indicate urgent need for systematic support for professionals, recruitment of quality personnel, effective personnel preparation, and ongoing professional development. (Contains 16 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A