What do we know about professional learning in early years education? Findings from a systematic review

Rogers, Sue and Brown, Chris (2023) What do we know about professional learning in early years education? Findings from a systematic review. In, Skov Hansen, Line and Ringsmose, Charlotte (eds.) Quality in Early Childhood Education and Care through Leadership and Organizational Learning. (International Perspectives on Early Childhood Education and Development, 41) 1 ed. Springer Cham, pp. 157-172. (doi:10.1007/978-3-031-39419-5_10).

Abstract

The authors of this chapter undertook a systematic review which explored effective professional development and learning (PDL) approaches in Early Child Education and Care (ECEC). The review was undertaken in response to the current policy drive to improve the skills level of the Early Child Education and Care workforce, raise the quality of ECEC provision, and reduce the educational disadvantage gap for young children, in particular, we examined PDL practices that report positive impact on children’s outcomes. Twenty-four studies met the criteria for inclusion. Our findings suggest that approaches that combine coaching or peer-to-peer learning, the introduction of research evidence, and opportunities to reflect on practice can impact positively children’s outcomes in ECEC centres. At the same time, to achieve positive change across settings, we argue that Professional Learning Networks may be a way to achieve professional development and improve children’s outcomes at scale.

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Contributors

Author: Chris Brown

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