Nurturing Early Childhood Teachers

A person obtaining knowledge could be described as intelligent due to their skills and resources. However, having knowledge and effectively sharing it could be two fundamentally different abilities. An effective teacher should not only be academically qualified but also be an influential pedagogue. This essay will focus on nurturing childhood teachers in sectors of effective professional development, implementing a reflective practice model, and learning from past experiences.

Professional development is a significant factor for a teacher to remain relevant by utilizing the latest knowledge to distribute to students. Teachers who pursue continuous professional development could improve the performance of their classes and increase their efficiency by implementing the latest teaching strategies. An effective professional program often focuses on the long-term development of a teacher by implementing effective modern strategies to increase engagement in the classroom (Crawford et al., 2010). Further, schools may implement the model of reflective approach, which consists of three core components: self-study, inquiry, and action research. The model can simulate the continuous academic development of teachers as they will be engaged in personal research. Subsequent phases of the model involve the teacher’s facilitation and discussions on the topic, eventually leading to the execution of an action research topic (Crawford et al., 2010). Teachers that completed the program had an escalated rate of job satisfaction and extended networking due to the cross nature of the program (Crawford et al., 2010). Beginning beginner teachers’ academic improvement focuses on improving their academic sources and involves personal development.

The program aims to transform early childhood teachers into leaders by implementing professional development. The program implements the reflective practice model that stimulates teachers’ academic and professional development. Professional development is considered a program with long-term effects on the overall efficiency of teachers. The crucial point to mention is that the program does not only develop the academic backgrounds of teachers but also helps to find joy in work.


Crawford, A. P., Roberts K. S., & Hickmann, R. (2010). Nurturing early childhood teachers as leaders: Long-term professional development. Dimensions of Early Childhood, 38(3), 31-38.