The relation of early childhood training and experience to the professional development of child care workers

Abstract

This study investigated (a) the extent to which personnel in licensed group child care centers engage in conventional professional development practices and (b) the relation of formal training in early childhood education and child care experience to variations in professional development behaviors. Questionnaire data from 533 directors, teachers, and teacher aides indicated limited involvement in conventional practices of professional development. The majority used printed information sources, particularly lay publications, and conferences; coworkers were the most helpful information sources. A minority reported membership in a professional organization. Higher levels of both training and experience were associated with high involvement in conventional forms of professional development. Increased levels of training and experience were related independently to use of professional publications, membership in professional organizations, and conference attendance. Higher levels of training but not experience were associated with decreased use of center information sources, professional reading during nonwork hours, and the helpfulness of conferences. No or limited training was related to use of lay sources for information and determining job effectiveness. Implications for child care policy and information dissemination practices are discussed.