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ERIC Number: EJ875155
Record Type: Journal
Publication Date: 2010
Pages: 3
Abstractor: ERIC
Reference Count: 12
ISSN: ISSN-0164-8527
Intentional and Embedded Professional Development: Four Steps to Success
Duncan, Sandra
Exchange: The Early Childhood Leaders' Magazine Since 1978, n191 p70-72 Jan-Feb 2010
Recently, much attention has been focused on the importance of intentionality when working with and teaching young children. Intentional teachers "act purposefully with a goal in mind and a plan to accomplish it" (Epstein, 2007, p.4). In the intentional classroom, there is a synergistic partnership between the children and teacher. Although the teacher is actively involved in creating supportive environments and learning experiences, children in an intentional classroom also play an active role in the learning process. There is a purposeful balance between child-guided and adult-guided experiences. This balance is accomplished through a variety of teaching strategies that best encourages each child's development and acquisition of knowledge. Just as the profession is becoming more purposeful and intentional about choosing the best strategies for promoting children's learning and development, so should the same level of intentionality be exercised when creating professional development programs for early childhood practitioners. In order to be intentional about professional development, it is important to design training programs that reflect what one knows about adult learning. Much of what one knows about adult learning mirrors what is known about best practices in children's learning. This article presents four key steps to creating a successful and intentional professional development program. Successful professional development can only be achieved when the learner is intentionally engaged in the learning process. When teachers are given opportunities to help determine their training curriculum and educational path, they become more invested, involved, and committed to the learning process.
Exchange Press, Inc. P.O. Box 3249, Redmond, WA 98073-3249. Tel: 800-221-2864; Fax: 425-867-5217; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A