This paper outlines 6 principles for inservice educators and others engaged in staff development for early childhood programs. Principle 1 recommends that inservice educators focus on modifying a teacher's understandings (the constructions, concepts, or schemata relevant to his or her work) rather than on giving prescriptions for behavior. Principle 2 recommends strengthening enduring dispositions (e.g., inventiveness, patience, and enthusiasm) thought to be related to effective teaching. Principle 3 supports a focus on helping teachers to use competencies they already possess more reliably, consistently, appropriately, and confidently. Principle 4 suggests the importance of building long-term relationships with teachers instead of offering hasty corrections. Principle 5 proposes that inservice educators maintain an optimum psychological distance from the teachers they work with. Principle 6 recommends the provision of moderate amounts of inspiration as well as encouragement and support to keep up the teacher's enthusiasm. (Author/CM)