Abstract
There is a lack of documented evidence related to the relationships existing between paraeducators and teachers working in early childhood classrooms. Based on a 2-year project with three phases of data collection, the authors explore the duties of paraeducators and their working relationships with the teachers with whom they team. Based on findings from the data collected, the authors make specific recommendations for targeted professional development that is designed to improve collaboration and skill sets for paraprofessionals within early childhood learning environments. The position taken is one that supports collaborative teamwork designed to maximize the learning of young children.
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