The analyses presented in this brief describe the professional development activities of the nation's infant/toddler (I/T) workforce, based on nationally-representative data collected by the National Survey of Early Care and Education (NSECE; NSECE Project Team, 2012). The goal of this brief is to help the field better understand the strengths and needs of the I/T workforce in center-based as well as home-based early care and education (ECE) programs. Findings are presented separately for I/T teachers and caregivers in center-based and home-based settings. Results indicate that I/T teachers and caregivers tended to have low levels of education; furthermore, endorsements such as the Child Development Associate Credential (CDA) or state certifications were uncommon. However, most of the I/T workforce had some exposure to college coursework. Among I/T teachers and caregivers in center-based programs, participation in professional development activities varied both by extent of previous education and whether the degree was in ECE or a related field. In general, participation in professional development activities was most common among teachers and caregivers with higher levels of education. For home-based I/T teachers and caregivers, professional development activities tended to be one-time workshops as opposed to more intensive forms of professional development, such as a workshop series or coaching. Only at higher levels of education did a substantial proportion of home-based I/T teachers and caregivers report meeting regularly with others who were looking after children. Professional development for home-based I/T teachers and caregivers tended to focus on health and safety and curriculum. Professional development for center-based I/T teachers and caregivers tended to focus on health and safety and supporting children's social-emotional development. Time release and other supports for professional development varied by education level for both center-based and home-based I/T teachers and caregivers. However, only 15 percent of home-based I/T workforce reported having received financial support for professional development in the past 12 months. Findings are discussed in terms of implications for professional development systems. (author abstract)
Describing the preparation and ongoing professional development of the infant/toddler workforce: An analysis of the National Survey for Early Care and Education Data
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