Powerful Learning Through Research-Informed Pedagogy: Insights From an Early Childhood Professional Development Project

• In Event: Moscone Center West Roundtable Session 4
  In Roundtable Session: Division K Roundtable Session 1

Abstract

This paper reports on a qualitative study of a professional development project that uses interactive and reflective learning to help educators understand and implement research-based principles of practice to guide their teaching in ways that children learn. Analysis of open-ended survey questions collected throughout the project’s two-year period from the staffs of a network of 10 (blinded region) community-based early childhood centers reveals the ways in which interactive and reflective experiences led to participants’ new appreciation for children’s cultural, linguistic and developmental abilities and enhanced participants’ strategies to effectively support children’s learning. Survey responses also offered insights about early childhood educators’ professional learning needs. The paper concludes with implications for policy and practice.

Authors

• Elizabeth A. Matthews, City College of New York - CUNY

• Nancy Cardwell, City College of New York – CUNY

• Beverly Falk, City College of New York - CUNY