Innovative approaches to continuous professional development (CPD) in early childhood education and care (ECEC) in Europe: Findings from a comparative review explores innovation as an aspect of in-service continuous professional development in ECEC.
Early Childhood Care and Education in Five Asian Countries seeks to consolidate early childhood developments in Asia as a basis for The Head Foundations further research and advocacy in this area.
A general overview of the ECCE landscape in the Asia-Pacific region is introduced by this resource. Country profiles are included as a way to share data on individual countries. These country profiles are presented through five aspects:
The Working in Early Care and Education in North Carolina workforce study provides comprehensive data on teachers, assistant teachers and directors in early care and education centers and on the licensed early care and education programs in which they work.
Data is provided from statewide surveys of the workforce from September 2012 through February 2013.
Other workforce studies can be found via the website listed below.
The 2018 Fostering Effective Early Learning (FEEL) study focuses on the importance of quality, and how to strengthen it in early childhood education and care (ECEC) settings. Extensive research demonstrates that the benefits of ECEC for children are increased when the service provider and educators are highly skilled and participate in professional development (PD), and the service is of high quality.
Early Childhood Workforce Index 2018 is the second edition of the biennial Early Childhood Workforce Index from the Center for the Study of Child Care Employment at UC Berkeley. This edition continues to track the status of the early childhood education workforce and related state policies in order to understand changes over time. Several new analyses, as well as updated policy indicators and recommendations, have been added.
This report is the final report of the CARE project (Curriculum Quality Analysis and Impact Review of European ECEC). It aims to highlight priorities in ECEC professional development and develop recommendations regarding high-quality provisions for common EU policies. Six policy priorities are identified in throughout the report:
This report presents ‘good practice case studies’ of exemplary approaches to innovative in-service Professional Development (PD) of Early Childhood Education and Care (ECEC) practitioners in three countries: Denmark, Italy and Poland.
The complexities of societies impact the Early Childhood Education (ECE) sector as a whole – including the professionals working within it. Changes in societies challenge the workforce to grow and evolve. The research study, Longitudinal Study of Changes in Teachers’ Views of Early Childhood Education in the USA, Russia, and Finland, takes a look at the changes in teachers’ views of the needs of children in the aforementioned countries.Researchers documented teachers’ views about the needs of children, their professional work, and center-based child care between 1991 and 2011.
Culture and Practice in Early Childhood Teacher Education: A Comparative and Qualitative Study focuses on two early childhood teacher education programs in contexts where the participants are undergoing rapid social and personal change. The first is a program in Namibia, and the second is a program for immigrant childcare educators in Canada.
A Comparative Study of Pre-service Education for Preschool Teachers in China and the United States provides a comparative analysis of the pre-service education system for preschool educators in China and the United States. Based on collected data and materials (literature, policy documents, and statistical data).Comparisons are made between two areas of pre-service training:
