CPD Guide
CPD Guide
CPD Guide
Continuing
Professional
Development
Achieving Excellence through
C
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Cover Inside.pdf 10/1/12 6:54:14 PM
FOREWORD
Increased awareness of how early education
impacts childrens development has resulted
in a greater emphasis on the professional
development of their teachers and carers.
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64
REFLECTING BEFORE PROFESSIONAL
DEVELOPMENT PLANNING
Planning is key to the success of your professional development journey. Lets begin the
journey together
u Think about your values and philosophy about
working with young children.
What infuences my relationships, care and
pedagogical practices with young children?
Are there areas that could be strengthened or
harnessed?
What are my personal and professional goals?
How do my own needs and concerns relate to
the priorities of the team and centre?
u Consider how the physical and socio-emotional
environment contribute to your learning
and teaching experiences and to the childrens
experiences.
8
6
Lets Reflect: Where am I Now?
Reflect and write in your answers to the list of questions given.
What are my beliefs,
values and philosophy?
Am I living these out?
What are my strengths
and abilities? What
new knowledge, skills
or abilities do I need
to develop to be more
efective in my role?
Why are these important?
For example: I believe and respect that young children learn differently and in their own time.
For example: Designing small spaces for effective learning; utilising furniture to create learning spaces.
KEY AREAS
Suggested Areas/Questions
REFLECTI ONS
1
2
.
uDetermine if there are areas in the environment
that could be modifed, strengthened or worked
on.
u Find out your strengths and abilities as well
as the knowledge and skills you would need
to infuence and/or support the environment.
uEngage in conversations with signifcant others
for richer perspectives.
Who can I discuss my refections and plans
with?
What questions can I ask?
What other perspectives should I consider?
Fill in the worksheet Lets Refect: Where am I Now?
(page 86)
65
u Consider your key responsibilities in working
with:
Children
Families
Colleagues
Community
u Refect and review your experiences,
qualifcations and the training you have
attended in the context of the following:
What have I learned or acquired?
How useful have these been in my work?
Are there areas I need to focus on?
What would be the priority areas?
u Think about the expectations you have of your
professional development:
Where am I now?
Where am I heading?
It is important to have the Pre-CPD refection step to guide early childhood
educators to think and refect on their motivations behind the professional
pathways planned for them. Having this refection section also helps to give
them a sense of direction that will be more meaningful for the new and current
early childhood educators as they embark on their CPD journey.
Ms Nurshahilah Bibi, Child Care Teacher, PPIS Child Development Centre
What do I hope to accomplish?
What change or impact do I wish to make?
u Think about your centres goals for the children
and families and whether your goals are aligned:
How is the mission of my centre changing?
What other changes are occurring regarding
our programme, school-family partnership,
services, work processes, organisational
structure, reporting relationships and
personnel?
What is the centres changing needs regarding
their staf development? What new expertise
and skills will be required or are desirable?
In what areas do my interests and personal
plans overlap with the changing needs of my
centre?
66
Continuous Professional Development helps teachers learn new methods of teaching
for the best results.
undertaking her degree has reinforced her style of
teaching. Having read the research and theories on
teaching, she understands how her teaching styles enable
her students to learn better. She also counts her fortunate
to have the support and help from her workplace and
colleagues while she pursues her degree.
A self-professed learner, Rajeswarii hopes that her love
for continuing professional development will inspire
and infuence her peers to do likewise. I would like to
infuence teachers with what I have learnt, she says.
Basically, I would like to show them that juggling family
and learning is possible.
Striving To Become A Better Teacher
To keep up with the changing curriculum, teachers such
as Mrs Rajeswarii d/o Raghavan are pursuing degrees to
raise their level of teaching.
Even with ten years of experience under her belt,
Rajeswarii, an ECE teacher at Care Corner Child
Development Centre sees a crucial need to keep herself
updated with the changing curriculum and industry
trends.
This is why Rajeswarii chose to pursue a part-time Early
Child Care degree at UniSIM, despite her initial
hesitations. As an educator who has always taught
through experiential learning, Rajeswarii says that
Through my degree,
I am getting a lot of
in-depth knowledge
that is based on
research, and this goes
hand-in-hand with my
classroom practice.
Mrs Rajeswarii d/o Raghavan
Teacher
Care Corner Child Development Centre
67
8
8
Core Knowledge
Domain 1:
Child Development
Core Knowledge
Domain 2:
Learning Environments
and Curriculum
Core Knowledge
Domain 3:
Family and Community
Engagement
Core Knowledge
Domain 4:
Management, Administration
and Leadership
A. How Children
Develop
B. Factors that
Contribute to
Development
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A. Environmental Design - Materials
and Equipment
B. Schedules and Care Routines
C. Strategies to Support Learning
and Development
D. The Intentional Programme and
Curriculum
E. Observation and Assessment
F. Supporting Childrens Emotional
Development and Positive
Relationships
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A. Family Characteristics
and Infuences
B. Building Relationships
C. Community Involvement
and Resources
D. Planning and Developing
Family and Community
Programmes
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A. Personal and Professional
Interactions
B. Human Resource
Management
C. Organisational
Management and
Continuous Programme
Improvement
D. Financial and Facilities
Management
E. Regulations, Policies and
Quality Standards
F. Leadership, Team
Building and Professional
Development
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NAME OF STAFF:
LEVEL:
PROFICIENCY:
DATE:
Step 1: Assessing M
y CPD Needs
Based on your reflections, tick the sub-areas that you want to improve and develop in your work.
*For the full competencies lattice, download the PDF at Child Care Link at http://www.childcarelink.gov.sg
THE PROFESSIONAL DEVELOPMENT
PLANNING CYCLE
Fill in the worksheet Assessing My CPD Needs
(page 88)
STEP
1
ASSESSING YOUR CPD NEEDS
.
Integrate your review and refection with the
assessment of your development needs and
outcomes to help you develop a more targeted and
intentional PDP. For a start, read through the various
core knowledge domains and sub-areas in the CPD
lattice carefully. The worksheet is illustrated below.
Refect on the diferent level of competencies and
the profciency level you are functioning at for each
competency statement.
68
u As you refect on each core knowledge domain
and sub-area, consider:
What existing knowledge base and
experience do I now have?
What are my strengths and areas for
improvement? (support these with evidences
e.g. journal entries, appraisals, evaluation
and feedback from parents, comments from
colleagues).
Which domain do I work on frst and next?
Prioritise the domains in terms of needs and
importance (e.g. Child Development (1);
Learning Environments and Curriculum (2) ).
u Decide which level of competency you are
functioning at.
What skills and capabilities do I currently have
and want to work on?
Which level am I functioning at? Is it at
Level 1, Level 2 or Level 3?
u Decide which profciency level you are
performing at for each competency:
What have been my experiences so far?
Which level do I think I am functioning at? Is it
Emerging, Developing or Profcient?
u Discuss and have conversations with signifcant
others including principals, supervisors and
colleagues.
u Think about your learning and professional
development goals.
As CPD plans are based on the needs and work experiences of ECE practitioners, this means that no two
plans will be identical. In the following pages, we follow the journey of three diferent ECE practitioners
with varying professional backgrounds as they embark on the various steps outlined in the CPD
framework to improve their knowledge and skills.
Moving on up
Who?
Megan, a young educarer who has been working with infants in a
child care centre for the past year.
What are Megans reasons for CPD?
Being relatively new in the profession, Megan needs to enhance her
knowledge and skills so that she can provide quality experiences
for the infants in her care.
Pre-CPD, Lets Refect: Where am I now?
Before embarking on her CPD journey, Megan decides to spend
time examining where she is now in her profession, refecting on
her beliefs, values and philosophy and how she sees herself in 3 to
5 years time.
Step 1, Assessing CPD Needs:
Megan goes through all the 4 domains in the CPD framework
and decides to engage her supervisor and colleagues to further
understand the diferent domains, sub-areas, competencies
and profciency levels. Acknowledging her work and other
commitments, Megan realistically prioritises her CPD eforts to 2
domains, Child Development and Learning Environments and
Curriculum.
After some discussion with her supervisor, Megan decides
that she is ready to focus on the Child Development Domain for
a start. She then selects the sub-area of How Children Develop
and evaluates herself as a Emerging and functioning at Level 1.
Megan looks through the competencies and fnds that she needs
to broaden her understanding of Infant/toddler and preschooler
development in terms of their developmental domains (physical,
cognitive, social-emotional, communication, creativity strengths).
She knows that planning experiences that meet the needs of
infants in her care require a deeper understanding of childrens
development
Step 2, Developing CPD Goals, Identifying Content
and Activities:
Here, Megan thinks about the type of activity that would best suit
her learning needs, bearing in mind the benefts of combining both
formal classroom activities and informal ones. Megan is aware that
fulflling a minimum number of CPD hours is a necessary part of
keeping her knowledge, understanding and skills relevant and
efective, and her professionalism grounded. She develops two
specifc professional development goals which states To be able
to identify childrens development in the various domains and To
plan appropriate programmes for infants and toddlers. Megan
goes through the various courses that are available and selects one
that aligns with her goals. This is a 30-hour course on infant and
toddler development for planning high quality experiences.
Step 3, Making it Happen:
Megan looks carefully at her PD plan and the support she is going
to need to achieve her learning goals. She carefully reviews the
available resources and discusses her intended plan with her
administrator or supervisor, and even her colleagues. Megan then
refects on the anticipated learning points and key insights (e.g.
that children vary in their individual diferences and experiences
planned need to account for the uniqueness of each child) from
the intended CPD. Once again, she discusses with her supervisor
how she can go about achieving her CPD goals. It was mutually
agreed, that Megan will work in the mornings on her course days.
In addition, she will be given time-of from work to leave early
which will give her some time to catch up with her course work
and readings.
Step 4, Reviewing and Evaluating:
After completing the CPD activities, Megan refects and account
for the success of her plan. She evaluates on whether the goals
have been achieved and identifes factors afecting her CPD plans.
Throughout the course, Megan maintains a journal where she notes
down her refections of the content and what she is learning.
More importantly, Megan will address how she will apply her
learning and the impact or the change this will have on her practice
and her professional development. To transfer her learning to
classroom practice, she discusses her key learning insights with her
supervisor.
Additionally, Megan will also start to think about what steps she
should take to develop herself further. Throughout this process,
Megan knows that discussing and seeking feedback from her
supervisor and peers will beneft her further. She identifes the
challenges that she has encountered throughout the course (e.g.
trying to identify the indicators for each developmental domain)
and how she has circumvented this (e.g. engaging her course mates
in discussions and reading up). She evaluates the efectiveness of
the course in strengthening her knowledge and refects on what
could be done further to address the gaps in knowledge and
understanding. Megan decides to look at workshops on observing
infants and toddlers.
Post-CPD, Sharing Professional Learning with
Others:
Having undergone the CPD activities, Megan decides to present
her learning in a short presentation to her colleagues at work.
Not only does this ground her newfound knowledge, but this also
enables Megan to share new knowledge with her peers which will
spur further discussions and her learning to a higher level.
CASE
SCENARIO
1
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70
Fill in the worksheet Developing my CPD Goals,
Identifying Content and Activities (page 89) .
Setting goals is an essential part of your professional
development. Goals are tangible markers as you
review and evaluate your professional development
plans. They will help you achieve the results or
outcomes that you want.
As part of goal-setting, consider your learning styles,
the diferent modes that support how best you
learn as you identify and plan the content and the
activities that will help you to achieve your learning
outcomes.
It is also important that you consider varying the
experiences through a range of CPD activities
that will support your learning. For instance,
combining a formal training programme with small
group discussions on early childhood issues and
professional learning circles with other peers could
increase the impact as well as extend the breadth
and depth of your understanding and learning. The
key is to be intentional in having a combination and
range of CPD activities that best suit your learning
styles and needs.
Refer to the list of suggested Continuous
Professional Development Activities listed on
page 79 - 81. It is good professional practice to
target to achieve at least 30 - 50 CPD hours a
year comprising a range of CPD activities e.g.
attending seminars, workshops, participating in
professional learning circles or even discussions
with your supervisor on a particular early
childhood or project that you are working on.
Aim to:
u Develop specifc CPD goals to include learning
outcomes and objectives.
u Identify specifc CPD content required to meet
each professional development goal.
u Identify CPD activities and rationale for your
selection (e.g. how will it address your learning
goals? Is this mode relevant to the content?).
u List the CPD hours for each of your activity.
DEVELOPING CPD GOALS, IDENTIFYING
CONTENT AND ACTIVITIES
STEP
2
Who?
Abby, a kindergarten teacher armed with an Early
Childhood Education diploma and has been working in
the feld for the past 5 years.
What are Abbys reasons for CPD?
Though she has gained sufcient experience to mentor her
colleague who is a new teacher, she is aware that she still needs
to develop and become more profcient skills in this area.
Pre-CPD, Lets Refect: Where am I now?
Abby is aware that she should refect on her current
knowledge and skills, and think about what she needs to
learn in order to further develop her mentoring skills and
teaching methods.
Step 1, Assessing CPD Needs:
Abby goes through all the 4 domains in the CPD framework.
After engaging the help of her principal to observe her during
class, Abby receives valuable feedback on how she could
improve. Abby also seeks feedback from her colleague whom
she is mentoring. She then proceeds to fll out the CPD lattice
based on the refection on her current knowledge and skills, as
well as the various forms of feedback from her principal, parents
and colleagues.
Abby realises that in order to strengthen her mentoring skills,
she needs to work on the sub-area Personal and Professional
Interactions under the Management, Administration
and Leadership domain. Here she assesses herself as
Developing and functioning at Level 2. This is one of her
priorities in professional development in order to move from
the Developing to the Profcient level. Under the domain
Learning Environments and Curriculum, Abby considers the
importance of further broadening and expanding her skills
set in the area of play and selects sub-area The Intentional
Programme and Curriculum. Here, too, she sees herself as
Developing and functioning at Level 2.
Step 2, Developing CPD Goals, Identifying Content
and Activities:
In this step, Abby decides to gain more in-depth
information about using play in her teaching and
strengthening her mentoring skills. She has listed these as
her professional development goals and begins thinking
about the types of CPD activities that she can attend. After
listing the activities, Abby realises that between the two
sub-areas, she needs to include a variety of activities such
as online learning, literature review, workshops and even
discussions with her supervisor to clock up the 30 hours
and proceeds to review her CPD goals and the activities
to fulfl them.
Her fnal professional development goals are To
understand the various forms of play and the materials
needed to involve and engage childrens participation
and To understand and implement an efective
mentoring structure as well as To learn about
documenting the mentoring process.
Step 3, Making it Happen:
Abby will discuss her CPD plan with her supervisor and
colleagues. As some of the activities (e.g. workshops and
seminars) chosen are conducted during the centres programme
hours, Abby needs to obtain her supervisors approval and
discuss how this can be worked out. Abby also enlists her
colleagues help, as they will be taking over her group of
children while she is away.
Step 4, Reviewing and Evaluating:
Abby has completed most of the activities listed in her CPD plan.
She then sits down to evaluate if her plan had worked, review
what had not worked and what could be changed in future.
Abby realises that one of the workshops she attended shared
similar content to what she had learnt during her diploma
training. Nevertheless, she notes this down and thinks about
what other strategies that she can use from this workshop to
add on to her current knowledge and skills and to inform her
practice.
Post-CPD, Sharing Professional Learning with
Others:
After completing the CPD process, Abby has decided to become
a mentor to a newer employee in her centre. At the same time,
Abby also documents this mentoring process so that she can
fnd areas to improve upon in the future. Having discussions
with peers is also an added beneft for Abby as it helps to
crystallise her thoughts and next steps. On the understanding
she has acquired on adopting a play-based learning and how
to resource the diferent corners, Abby plans a series of articles
which she will feature in her centres e-newsletter periodically
throughout the year. She knows that the outreach will be
expansive as the e-newsletter is targeted at both parents
and teachers.
Becoming a
successful mentor
CASE
SCENARIO
2
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9
3
Step 3: Making CPD Happen!
Fill in how you will carry out your CPD activities.
For example:
Teaching & learning:
environmental design
For example:
Literature review
For example:
Funding support/approval
and time of
For example:
Jun 2013,
in 4 months
For example: Setting up environments/factors to take into consideration
Log these 2 columns after each CPD Activity
What Do I Want To Learn? When Do I
Do This?
What Resources
Do I Need?
Which Domain/Sub-area/
Competency Item Do
I Want To Work On?
Which CPD
Activity
Will I Choose?
Fill in the worksheet Making CPD Happen!
(page 93)
.
Walk the talk and put your plan in action! Carry out
the activities in your plan. Maintain a detailed activity
log and record of your progress. Include dates as
well as the duration of the activity and when it was
undertaken. Refect on learning points as well as
any issues or challenges you encounter along the
way. You may also want to refect on its anticipated
outcomes or impact.
u State the domains and competencies you
want to work on.
u Think about the type of CPD activity you feel
will best help you to acquire the knowledge and
skills you need to reach the CPD goals that you
have set for yourself.
STEP
3
MAKING IT HAPPEN!
u Write down specifcally what you want to
learn from the CPD activity.
u Determine your funding sources, resources,
support and approvals you will need to
achieve your plan.
u Plan your timelines for the activities.
u Maintain a detailed activity log and record
of your progress.
u Include dates as well as the duration of the
activity and where and when it was undertaken.
Putting a shine on
leadership skills
Who?
Kelly who holds an Early Childhood Education (Teaching and
Leadership) diploma has taught for over 3 years. She was just
promoted into a supervisory role six months ago.
What are Kellys reasons for CPD?
As a new supervisor, Kelly is keen to put her knowledge into
practice. After observing the centres routines and administrative
processes, Kelly feels the need to implement change to the
centres routines. However, she does not know how to go about
it and feels inadequate due to the lack of experience in guiding
her staf. Kelly also observes that her teachers need more
guidance in the area of environmental design.
Pre-CPD, Lets Refect: Where am I now?
Kelly knows that she needs to gain more skills to become an
efective leader and begins refecting on her CPD needs.
Step 1, Assessing CPD Needs:
First, Kelly goes through the Management, Administration
and Leadership Domain and realises that she has to work on
a number of skills to strengthen this area. Next, she reviews
the Domain area Learning Environments and Curriculum
and selects a few areas to focus on. Kelly then speaks with her
centre administrator and head teachers to gain feedback on
her leadership skills. Kellys colleagues provide constructive
feedback, which Kelly notes and uses in assessing herself on the
CPD lattice.
After the assessment, Kelly is able to identify the areas that
need to be worked on. For a start, she selects the sub-area
Leadership, Team Building and Professional Development.
Here, Kelly considers herself as Emerging and functioning at
Level 1. In the Domain area of Learning Environments and
Curriculum, she sees the need to broaden her understanding
and skills in Environmental Design Materials and Equipment.
For this sub-area, she assesses herself as Developing and
functioning at Level 2.
Step 2, Developing CPD Goals, Identifying Content
and Activities:
Kelly comes up with a list of CPD goals that addresses both
her teaching and leadership needs. She develops two goals
for each domain To understand the diferent types of
leadership and To enhance team building skills. For the
learning environments and curriculum domain she has To
understand the factors that infuence environmental design
and To enhance skills in designing spaces for young children.
She researches the diferent types of activities that can fulfl
her needs and goals. Kelly explores the possibility of attending
seminars and workshops. After calculating the total CPD hours,
Kelly realises her goals require more hours than she can aford.
But on the other hand, she feels the need to equip herself with
the necessary skills.
Kelly decides that the best approach would be to
pace herself over the next 12 months and pick a variety
of activities like communities of practice, online learning
and attending workshops.
Step 3, Making it Happen:
To make time for her CPD activities, Kelly makes
arrangements among her head teachers and
administrator to cover her duties in her absence. She lists
down the resources and support needed to enable her
to carry out her CPD plan and plans her timelines to pace
herself comfortably.
Step 4, Reviewing and Evaluating:
When evaluating the outcome of her PD plan, Kelly
decides that she was too focused on some aspects
of her professional development and leadership and
needs to start looking at other areas to broaden her
understanding and skills. Guiding her staf in their
professional development is an important component in
good leadership that Kelly has to start focusing on. Kelly
jots this down as one of the refection points and sets this
as a goal for future professional development. She also
realises that she did not quite achieve one of her goals
and deliberates over the reasons and how these may be
overcome in her next plan of action.
Post-CPD, Sharing Professional Learning with
Others:
Having completed her CPD activities, Kelly puts into
practice her newly acquired knowledge and skills by
hosting a parents night at the centre. By creating this
new initiative, she has the opportunity to practice her
leadership and communication skills. Kelly also schedules
sharing sessions with her teachers over a 3-week period.
CASE
SCENARIO
3
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9
4
I have met my
learning goals such as...
(elaborate)
Step 4: Reviewing and Evaluating What I Have Learnt
Fill in the blanks with your refections and thoughts on the CPD activities that youve undertaken.
In my classroom and
centre, I will change...
(elaborate)
Next, I will embark on...
(suggest)
I have overcome
challenges like...
(explain)
I overcame these
challenges because...
(analyse)
Fill in the worksheet Reviewing and Evaluating
What I Have Learnt (page 94) .
Assessment involves critically refecting on a wide
range of actions and experiences to identify current
skills, knowledge and areas. Use multiple lenses to
provide for richer perspectives to your assessment.
u Determine if your plan worked. Are there any
surprises, setbacks or challenges? What would
you have done otherwise?
u Refect on learning points as well as any issues or
challenges you encountered along the way.
Think about:
What are my feelings about the activity?
What is the mode of learning?
Are the learning or professional development
goals I set achieved?
What are the learning points and key
takeaways from the activity?
How can I apply the skills and knowledge I
have acquired?
STEP
4
REVIEWING AND EVALUATING
What steps can I take to apply the learning?
Are there other professional development
activities that will further augment or
supplement my learning?
u Consider if your plan has enabled you to achieve
the objectives, goals and outcomes you have
outlined.
u Refect if your professional development needs
have been met and what you have learnt or
gained as insights.
u Think about the impact or diference your PD will
have and how you can apply it to your practice.
u Think about where to go from here. What are
your next steps or plan of action?
75
DEVELOPING YOUR PROFESSIONAL
PORTFOLIO
As you embark on your learning journey in
professional development, you will fnd it useful
to document your experiences, your professional
knowledge and skills that you have acquired in your
professional development portfolio. Artefacts such
as your self-assessments, professional development
plans, professional activities undertaken, refections
and evaluations in a cohesive and coherent manner
can be fled in the portfolio.
Your CPD or professional portfolio not only shows
evidence of your professional growth but will
also encourage you to refect and think critically
about your knowledge and understanding of early
childhood, your skills learnt from past experiences
and current activities.
The various sections of your CPD portfolio can
include:
u A statement of your philosophy of education:
Write a short narrative that describes your beliefs
about children, what teaching and learning
means to you. It will also include a brief
description of your teaching methods and
reasons why you have chosen these methods.
uTeaching/leadership experience and
responsibilities: Document your various
experiences as a teacher/leader and include
papers that show your growth as an educator.
This section will also include a summary of
diferent teaching and leadership positions
you have held over the years and various
responsibilities that you have fulflled.
.
u Courses and CPD activities attended: Include
all the diferent courses, seminars and CPD
activities that you have attended, participated
in or facilitated.
uEvaluations: Document all evaluations of your
teaching/leadership abilities. Ask for evaluation
letters from principals, mentors or professors who
have employed, taught and/or observed you
teach in a regular classroom. Include feedback
and accolades received about your abilities.
As you continue to grow as an educator, reviewing
your teaching portfolio periodically and adding
documents and materials will provide the evidence
of your teaching abilities and growth. Suggestions
of how to organise and assemble the appropriate
artefacts for your PD Portfolio are given on page 95.
Fill in the worksheet Documents in My CPD Portfolio
(page 95)
9
5
n Curriculum Vitae
n
q
Statement of Teaching Roles and Responsibilities
n
q
Refective Statement of Teaching Goals and Approaches
n Teaching Philosophy
n Teaching Strategies and Methods
ROLES, RESPONSIBILITIES, AND GOALS
n Service on committees
n Development of student teacher apprentice
programmes
n Assistance to colleagues on teaching
n Publications in teaching journals
n Work on curriculum revision or development n Obtaining funds/equipment for programmes, projects
CONTRIBUTIONS TO INSTITUTION OR
PROFESSION
n Evidence of teaching efectiveness
n Video recordings of teaching
n Feedback and evaluations
n Letters from supervisor or instructor
EVALUATIONS OF TEACHING
n Teaching awards from centre/organisation
n Teaching awards from profession
n Invitations based on teaching reputation to
consult, give workshops, write articles, etc.
AWARDS, RECOGNITION AND TESTIMONY
n Curriculum and lesson plans and evaluations
n Samples of childrens work that demonstrate their learning
MATERIALS SHOWING EXTENT OF STUDENT LEARNING
Documents in My CPD Portfolio
Create a CPD Portfolio using some of the suggested documents below.
n Future teaching goals
n Activities to improve instruction
n Representative assignments from professional courses completed
n Participation in seminars or professional
meeting on teaching
PROFESSIONAL DEVELOPMENT PLAN
76
By attending these
training sessions, we
are better able to help
teachers address their
issues they face in the
training course by
sharing the ways in
which we overcame
the challenge.
Madam Rebecca Goh-Quek
Zone Principal
Kinderland Educare Services Pte Ltd
Leading By Example
Continuous Professional Development (CPD) benefts seasoned centre supervisors
and managers as it keeps their skills and knowledge current and up-to-date.
Apart from training courses, Rebecca also reads a wide
variety of ECE related articles and reports in magazines
and newspapers. The responsibility of CPD, Rebecca
believes, is very much in the hands of the individual.
She credits the government for its supportive funding
schemes, and adds that ECE practitioners should also
make full use of these CPD opportunities. We cannot
expect to be spoon-fed. It is defnitely up to us to take the
frst step and sign ourselves up for training to upgrade
our skills.
At Kinderland Educare Services, Zone Principal Madam
Rebecca Goh-Quek is often the person who trains and
mentors her younger teachers. Some of her responsibilities
include inducting younger teachers on the centre policies,
as well as advising teachers on how they should handle
the various cultural nuances seen in the children.
However, one of Rebeccas roles is to be a guide for teachers
when they encounter problems during their training
courses. But to perform this responsibility well, she has to
participate in the training sessions too.
77
Research has proven that teachers reap considerable
gains when they engage in critical thinking as well as
dialogues with their signifcant others and colleagues.
When these conversations take place before the
professional development activity, during the
process and upon completion, it directly infuences,
informs and transforms programmes, pedagogy
and practice, even enhancing an educators sense of
professionalism as well.
Circumstances or factors in your environment may
change, or your role and responsibilities may evolve
considerably. Checking your plan periodically will
help ensure that your plan is on track. In fact, a
divergence from the plan also serves as a learning
point for you to think about alternative plans and/or
strategies, or how it could have been circumvented.
.
u Discuss with your administrator, supervisor and/
or colleagues on your plans to share your
learning experience or key take-aways from the
CPD activities you have participated in.
uThink about how you will share your experiences
and knowledge and the mode of sharing (e.g.
informal dialogue session with your parents,
presentation to colleagues, contributing to
communities of practice).
u Explore diferent ways or formats for sharing your
experience and key learning points (e.g.
presentations interspersed with hands-on
activities or discussions).
Fill in the worksheet Sharing My CPD Learning with Others
(page 96)
SHARING PROFESSIONAL DEVELOPMENT
LEARNING WITH OTHERS
The questions provided in this toolkit
are useful because they help guide
the dialogue sessions between ECE
teachers and their supervisors about
their work.
Ms Dora Phoon, Education Development Specialist,
NTUC First Campus Cooperative Ltd
78
THE ROLE OF YOUR CENTRE IN CPD
Centre administrators and supervisors take on
important roles as leaders, mentors and coaches. They
operationalise the child care centres vision, mission
and philosophy, and help shape the professional
learning culture of the centre. Keeping in touch with
the most current research in pedagogy and practices
is vital as it infuences administrators and supervisors
to align their decisions efectively.
As efective leaders, administrators and supervisors
should actively encourage educators to upgrade
themselves professionally through qualifcations and
ongoing training. This will help teachers stay relevant
and abreast with up-to-date research fndings,
good practices, issues and challenges in the early
childhood feld. Teachers armed with knowledge and
skills of the best practices can then engage children
in purposeful and meaningful learning.
Administrators and supervisors play a pivotal role
in monitoring, guiding and counseling educators
throughout the 4-step professional development
planning cycle. It is a collaborative partnership
.
with the aim of ensuring quality provisions for
young children. In addition, working collaboratively
with your staf will ensure that the professional
development eforts of the educators are closely
aligned with the vision and mission of the centre, as
well as meeting the sectors regulatory requirements
and quality initiatives (e.g. Early Years Development
Framework, SPARKS etc). Resources including the
Child Care licensing instrument and the Good
Employers Toolkit can also serve as useful reference
guides for planning and deciding the priority areas
for staf development. Tapping on available funding
schemes and information on CPD courses will enable
you to draw up a total training plan for that will meet
the needs of your employees.
The individual professional development plans of
the staf can be pooled together to create a map of
the centres professional development plan. The CPD
Planner is designed to provide an overview of the
range of CPD training needs and gaps in terms of
the content and activities of your centre, which the
administrator and supervisor needs to address.
Fill in the worksheet CPD Centre Planner for Centre
Administrators and Supervisors (page 97)
CPD Centre Planner for Centre Administrators and Supervisors
With one line for each employee, tick the CPD boxes that your teachers are pursuing this year. This will give you an overview of your centres CPD eforts.
Year: CORE KNOWLEDGE DOMAIN Child Development
Learning Environments and Curriculum
Family and Community Engagement
Management, Administration and Leadership
A.
How Children
Develop
B.
Factors that
Contribute to
Development
A.
Environmental
Design-Materials
& Equipment
B.
Schedules
& Care
Routines
C.
Strategies to
Support Learning
& Development
D.
The Intentional
Programme &
Curriculum
E.
Observation
& Assessment
F.
Supporting Childrens
Emotional Development
& Positive Relationships
A.
Family
Characteristics
& Infuences
B.
Building
Relationships
C.
Community
Involvement
& Resources
D.
Planning & Developing
Family & Community
Programmes
A.
Personal &
Professional
Interactions
B.
Human
Resource
Management
C.
Organisational Management
& Continuous Programme
Improvement
D.
Financial
& Facilities
Management
E.
Regulations,
Policies & Quality
Standards
F.
Leadership,
Team Building
& Professional
Development
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
SUB-AREA
STAFF
93
The responsibility of
CPD should be on both
centres and teachers. It is
important that ECE teachers
are intrinsically motivated
to learn and develop as a
professional.
Ms Rebecca Chan, Manager, Praises
79
TYPES OF CPD ACTIVITIES
Self-initiated Activities
Self-evaluation
Reading professional literature
Individual research
Participation in action research
Reading the latest journal articles in your subject
Updating knowledge through internet or other media
Giving a presentation at a conference in your subject area
Writing reports or papers to inform your colleagues
Reviewing books or articles for colleagues
Suggesting and leading a new initiative
Here are some suggestions of CPD activities that you can participate in.
80
Classroom-related activities:
Courses and workshops
Education conferences and seminars
Qualifcation programmes
Open distance learning
Peer-related activities:
Observation visits to other schools or joint training exercises
Participating in professional development networks, specialist
subject interest groups and communities of practice sessions
Peer observation
Informal dialogues to
improve teaching
Collaborative research
Collaborative planning
and evaluation
81
Leadership-related activities:
Inducting, mentoring and assessing individual teachers
Supervising teachers research
Conducting whole centre training days
Taking part in sabbaticals and exchanges with other leaders
Training and CPD helps us learn new
perspectives and insights. And when we
take these back and apply them to our
work, we become better teachers.
Mr Ben Lee, Child Care Teacher, My First Skool
82
G
e
t
t
i
n
g
S
t
a
r
t
e
d
Getting Started
85
Lets Refect: Where am I now?
This tool will guide you as you refect on your
knowledge and skills as an ECE practitioner,
as well as your goals and intentions in your
work.
Assessing my CPD Needs
This tool enables you to assess your
current knowledge and skills. By using the
appropriate CPD Lattice, you can gauge
whether you are an Emerging, Developing
or Profcient practitioner in the various
sub-areas.
Developing Goals, Identifying Content and
Activities
This tool is aimed at helping you set your
CPD goals, as well as identify the content and
the activities that will achieve your desired
learning outcomes.
Making CPD Happen
This tool is an activity log for you to record
your CPD progress.
Your CPD Journey Begins Here
Reviewing and Evaluating What I Have Learnt
This tool helps you refect on your CPD
learning points as well as any issues or
challenges you may have encountered along
the way.
Documents in My CPD Portfolio
This tool provides you with a list of documents
and work-related items that you can use to
build your CPD Portfolio.
Sharing My CPD Learning with Others
This tool guides you in how you can share
your knowledge and skills with children,
parents or colleagues.
CPD Centre Planner for Centre Administrators
and Supervisors
Designed for Centre Administrators and
Supervisors, this tool helps pool together the
individual professional development plans of
the staf, providing an overview of the CPD
content and activities.
This toolkit has been designed to guide ECE professionals in every step of their Continuing
Professional Development as they journey towards becoming highly skilled professionals.
Within the book, you will fnd the following tools:
By using these tools, you will be able to design a development plan, identify professional needs
and implement the CPD plan that is both purposeful and meaningful for you.
This toolkit will also be your guide as you learn and grow in your professional career. It is
important that you return to this toolkit periodically to see how far you have progressed, as
well as to map out the next steps in your learning and development journey.
Lets get started!
86
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CPD Centre Planner for Centre Administrators and Supervisors
With one line for each employee, tick the CPD boxes that your teachers are pursuing this year. This will give you an overview of your centres CPD eforts.
Year:
CORE KNOWLEDGE DOMAIN Child Development Learning Environments and Curriculum Family and Community Engagement Management, Administration and Leadership
A.
How Children
Develop
B.
Factors that
Contribute to
Development
A.
Environmental
Design-Materials
& Equipment
B.
Schedules
& Care
Routines
C.
Strategies to
Support Learning
& Development
D.
The Intentional
Programme &
Curriculum
E.
Observation
& Assessment
F.
Supporting Childrens
Emotional Development
& Positive Relationships
A.
Family
Characteristics
& Infuences
B.
Building
Relationships
C.
Community
Involvement
& Resources
D.
Planning & Developing
Family & Community
Programmes
A.
Personal &
Professional
Interactions
B.
Human
Resource
Management
C.
Organisational Management
& Continuous Programme
Improvement
D.
Financial
& Facilities
Management
E.
Regulations,
Policies & Quality
Standards
F.
Leadership,
Team Building
& Professional
Development
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
SUB-AREA
STAFF
97
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Acknowledgements
and Resources
101
ACKNOWLEDGEMENTS
A series of focus group meetings were conducted in 2010-2011 with child care operators, teachers and various training
providers on the need to have a comprehensive Continuous Professional Development (CPD) framework that will guide
and support the development of ECE teachers and leaders. Participants unanimously agreed that a framework would
help improve overall teacher quality.
The Ministry of Social and Family Development (MSF) would like to acknowledge and thank the following individuals,
organisations, teachers and operators of various child care centres and training providers who participated in these
discussions and for sharing their insights and suggestions that were incorporated into the CPD framework:
Our Editorial consultants for their advice and guidance on the conceptualisation and drafting of the document:
Dr Jane Ching-Kwan Ms Lynn Heng
KLC School of Education NTUC First Campus
Finally, we would like to acknowledge the contributions from members of the CPD framework working group from the
Policy and Development Branch, Child Care Division:
Child Care Organisations and Centres
Adelfbel Infant and Child Development Centre Pte Ltd
Care Corner Child Development Centre
Chee Hwan Kog Childcare Centre
Chiltern House
Creative O Preschoolers Bay
Early Learning Centre Pte Ltd
Just Kids Learning Place Pte Ltd
Kidsville Child Care and Development Centre
Kinderland Child Care Centre
Learning Kidz Educare Pte Ltd
Learning Vision @ Work Pte Ltd
Little Footies Pte Ltd
Learning Vision Group
Moriah Child Care and Development Centre
My First Skool
My Little Campus
NTUC First Campus
PAP Community Foundation
Pebble Place Development Centre
PPIS Child Development Centre
Praises Kids Academy
Rejoice Kidscampus
SASCO Child Care Centre
YWCA Child Development Centre
Partners and Training Agencies
Asian International College
Institute for Adult Learning (IAL)
KLC School of Education
Singapore Workforce Development Agency (WDA)
Dr Chan Lin Ho
Deputy Director
Policy & Development
Ms Angela Anthony
Assistant Director
Child Development & Child Development Network
Ms Maria Mahat
Assistant Manager
Child Development Network
Ms Sandra Wu
Child Care Ofcer
Child Development Network
Mrs Bernadette Ho
Senior Assistant Director
Professional Development Section
Mrs Jenny Wong
Manager
Professional Development Section
Ms Dhana Bharathi
Assistant Manager
Professional Development Section
Ms Marian Gan
Child Care Ofcer
Professional Development Section
102
BIBLIOGRAPHY
California Department of Education (2011). California
Early Childhood Educator Competencies and First 5
California. Sacremento, CA: California Department of
Education.
Carter, M. and Curtis, D. (2009). The Visionary Director: A
Handbook for Dreaming, Organizing, and Improvising
in Your Center. St. Paul, MN: Redleaf. Retrieved from
http://www.naeyc.org/fles/tyc/fle/TYC_V3N4_
Refectiveteacherexpanded.pdf
Core Competencies for Early Care and Education
Professionals in Kansas and Missouri. (2001).
Department of Justice, Equality and Law Reform. (2002).
Quality childcare and lifelong learning: Model Framework
for Education, Training and Professional Development in
the Early Childhood Care and Education Sector.
Early Childhood Professional Development Systems.
(2009). National Child Care Information and Technical
Assistance Center.
Fukkink, R., G. & Lont, A. (2007). Does Training Matter? A
Meta-Analysis and Review of Caregiver Training Studies,
in Early Childhood Research Quarterly, Vol.22, No.3.
Retrieved from: http://www.researchconnections.org/
location/12946
Guidelines for your continuing professional development
(CPD) Institute for Learning (2009) United Kingdom.
Retrieved from:
http://www.hfrp.org/out-of-school-time/ost-database-
bibliography/database/afterschoolliteracy-coaching-
initiative-of-boston/evaluation-2004-2006-fnal-
evaluation-report.
Hassel, E. (1999). Professional Development: Learning
from the best A toolkit for schools and districts.
Kagan, S. L., Tarrant, K., Carson, A., & Kauerz, K. (2006).
The early care and education teaching workforce: At the
fulcrum. Retrieved August 25, 2010, from http://www.
cornerstones4kids.org/images/teachers_report_0107.pdf
Miller, B. M.; Brigham, R. & Perea, F. (2006). Afterschool
Literacy Coaching Initiative of Boston: Final evaluation
report. Boston: Massachusetts.
National Professional Development Center for Inclusion,
The Big Picture: Building Cross-Sector Professional
Development Systems. (2009). Presentation at National
Smart Start Conference. Retrieved from: http://
community.fpg.unc.edu/resources/presentations/NPDCI_
SmartStartPresentation-5-6-2009.pdf/view.
OECD. (2009). Encouraging Quality in Early Childhood
Education and Care (ECEC) OECD, Paris. Retrieved
on October 2012 Retrieved from: www.oecd.org/
dataoecd/28/9/43128462.pdf
Pianta, R. C. (2006). Standardized observation and
professional development: A focus on individualized
implementation and practices. In M. Zaslow & I. Martinez-
Beck (Eds.), Critical issues in early childhood professional
development (pp.231254). Baltimore, MD: Paul H.
Brookes Publishing.
Ramey, S., Ramey C., Timraz, N., Grace, C., & Davis, L.
(2008, July 31). The Right from Birth study: An evidence-
informed training model to improve the quality of early
child care and education [PowerPoint slides]. Retrieved
August 25, 2011, from http://che.georgetown.edu/
presentations/
Reisner, E., Vandell, D. L., Pechman, E., M., Pierce, K.,
Brown, Bradford, B. & Bolt, D. (2007). Charting the Benefts
of High-Quality After-School Program Experiences:
Evidence from New Research on Improving After-School
Opportunities for Disadvantaged Youth, by Policy
Associates.
Vermont Northern Lights Career Development
Center (2008) Core competencies for Early Childhood
Professionals. Vermont Department of Education.
Weber, R., B. & Trauten, M. (2008). A review of the research
literature: Efective investments in the child care and early
education profession executive summary. Oregon State
University. Retrieved October 6 2011, from http://health.
oregonstate.edu/sites/default/fles/sbhs/pdf/Efective-
Investments-Exec-Summary.pdf
Zaslow, M., & Martinez-Beck, I. (2005). Quality and
Qualifcations: Links Between Professional Development
and Quality in Early Care and Education Settings, Critical
Issues in Early Childhood Professional Development. Paul
H. Brookes Publishing Company.
103
USEFUL LINKS & RESOURCES
Refection Tools
ALPS Area of Refection
http://learnweb.harvard.edu/alps/refect/index.cfm
We draw conclusions everyday from our experiences.
Are our conclusions reasonable and helpful to us as we
plan future experiences? How can we know? Through
refection we can assess our conclusions, actions and work
process itself to further our personal and professional
development. The refection tool is designed for you
to refect on aspects of your teaching and thinking.
The intent of the exercise is to help you bring what you
care most about into your work thoughtfully and with
understanding.
Ontario College of Teachers : A Self Refective
Professional Learning Tool
http://www.oct.ca/standards/resource_kit/pdf/Self_Refection_
Brochure_EN.pdf
This self-refective professional learning tool is designed
to assist educators in thinking about their professional
practice. This self-refective tool provides educators with
a process for refection and exploration into ones own
professional practice. It features many questions in a form
of an online brochure. You may print it out and attempt
the questions in the boxes provided.
Leading for Learning
http://depts.washington.edu/ctpmail/PDFs/
LforLSummary-02-03.pdf
The refective ideas and tools for educators ofered here
synthesise ideas from many sources, including research
literature, examples of leadership in action, and educators
craft knowledge. The content relates to instructional
leadership, teacher learning and professional community,
teacher leadership, organisational learning, and policy-
practice connections. The document contains many
refective ideas and tools for education leaders. Directors,
principals and teachers taking on leadership roles may
use this resource as a form of refection and as means to
improve their leadership practices.
Portfolios
Teaching Portfolio Handbook
http://www.brown.edu/Administration/Sheridan_Center/docs/
teach_port.pdf
This handbook is to introduce and explain the Teaching
Portfolio concept as a way to demonstrate ones teaching
credentials to colleagues, department chairs and potential
employers. Individuals and/or departments may also use
Teaching Portfolios for other uses such as a means for
assessment and development of courses. Creating your
frst Teaching Portfolio enables you, the instructor, to
think more critically about your teaching, to create new
methods of assessing it and to discuss pedagogy with
colleagues, advisors, students and others. You will fnd lists
of artefacts to give you an idea of the materials you may
include in your portfolio. Also, samples of artefacts are also
included.
A Teachers Portfolio (Video)
http://www.youtube.com/watch?v=1sv3HA0A5ag
This is a video showcasing an example of an organised
teachers portfolio. It displays the artefacts that can be
included, types of dividers that you may use and the look
and feel of a professional portfolio. Also, descriptions of all
the artefacts and explanations are narrated as well.
Portfolio Organisation and Contents (Video)
http://www.youtube.com/watch?v=8AtvY1w0G2o&feature=re
lated
This is a video which shows the various ways that you
can organise your portfolio such as binding into a book,
collating the materials into a ring binder etc. It also
mentions the content that you should include in your
portfolio.
104
Types of CPD Activities
COMMUNITIES OF PRACTICE
NAEYC- Teacher Research Initiatives: Teacher
Communities of Practice
http://www.naeyc.org/content/teacher-research-initiatives
Teacher research is increasingly recognised nationally
and internationally as a critical part of early childhood
professional development. This website highlights the
wide range of early childhood teacher research initiatives
through brief summaries. They include contact information
for educators interested in learning more about specifc
project goals and methods. Educators may learn about
the research that is ongoing in the feld or contact the
researchers if they have further enquiries.
CONFERENCES, WORKSHOPS & SEMINARS
CDN Event Calendar
https://app.cdn.gov.sg/Events.aspx
This calendar on the Child Development Network (CDN)
charts all major seminars, workshops and conferences that
are conducted in Singapore. The dates and venues of each
event is available when you mouse-over each event title.
Other information such as registration forms and contacts
are available as well.
Asia Festival of Childrens Content: Asian Primary &
Pre-school Teachers Congress
http://www.afcc.com.sg/about-afcc/afcc-info/
AFCC ofers a unique occasion for participants to meet,
interact, network and fnd common ground and business
opportunities with the entire community of childrens
content creators. On top of that, AFCC also organises
the Asian Primary & Pre-school Teachers Congress. Many
speakers from all over the world attend this event and
share about various insightful topics related to early
childhood education.
Association for Early Childhood Educators, Singapore
(AECES) - Events & Programmes
http://www.aeces.org/educators
AECES as an organisation is a resource for the community
because over the years, it has nurtured many early
childhood professionals who now act as resource persons.
This page features the upcoming seminars and conferences
that are organised by AECES and other regional events as
well.
Singapore Human Resources Institute (SHRI)
http://www.shri.org.sg/
The Singapore Human Resources Institute (SHRI) is the
only not-for-proft professional HR body in Singapore,
representing over 3,000 human resource professionals.
Founded in 1965, SHRI is committed to promulgating and
maintaining high standards of professionalism in human
resource management and development.
FORUMS & DIALOGUE PLATFORMS
Child Development Network Forum
https://app.cdn.gov.sg/Forum.aspx
The CDN Forum is a place that brings members of the Early
Childhood Community together to ask questions, share
views and fnd answers on early childhood issues. Teachers,
centre supervisors and operators, early childhood experts
and interested members of the public may join the forum
and contribute to the discussions.
The Teachers Corner
http://forums.theteacherscorner.net/forumdisplay.php?59-
Preschool-Early-Childhood
This is an overseas based forum that has members from all
over the world discussing about various topics related to
early childhood education. Interest areas such as learning
through play, welcome letters to parents and even
interview questions for a pre-school teacher are some of
the topics being discussed. You may also fnd information
on themes, lesson plans and curriculum in this website.
TRAINING PROGRAMMES
CDN: List of Upcoming Courses
https://app.cdn.gov.sg/Portals/0/imapbuilder/2012%20
Training%20Calendar%20(Sep%2012).pdf
This list denotes the diferent upgrading and training
courses that various training agencies ofer. The course
titles, course descriptions, course period and also the
name and contact information of each training agency are
clearly displayed.
Early Childhood Courses
http://www.childcarelink.gov.sg/ccls/home/CCLS_
HomeEarlyChildhoodCourses.jsp
This link features lists of PQAC and Ministry approved
training courses. You will fnd information on course
syllabus, required training hours and list of training
agencies that provide the various courses. If you require
information on frst aid courses, you can fnd them here
as well.
WDA Accredited WSQ courses
http://app.cdn.gov.sg/WDAAccreditedWSQCourses.aspx
This link provides a list of accredited courses under the
Singapore Workforce Skills Qualifcations (WSQ) system.
The courses have been mapped against the identifed
competencies in the CPD toolkit for easy reference. You
may wish to refer to the list of courses available and
contact the training providers directly to obtain more
information.
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Research Portals
Arts Hub Aotearoa
http://aha.canterbury.ac.nz/ejournal
Te Puna Puoru National Centre for Research in Music
Education and Sound Arts, MERC (Music Education
Research Centre), publishes its peer-reviewed journal
e-Journal of studies in music education (previously Sound
Ideas) online. The frst and second online editions are
free PDF fles and downloadable at http://www.merc.
canterbury.ac.nz/sound_ideas.shtml.
Asia-Pacifc Journal for Arts Education (APJAE)
http://www.ied.edu.hk/cca/apjae/apjae.htm
Published by the Hong Kong Institute of Education,
the Asia-Pacifc Journal for Arts Education (APJAE) is an
international refereed journal which has been developed
to promote and nurture arts education research in the
Asia-Pacifc region. The journal is open to all researchers
and authors who wish to report their updated research
studies and fndings related to arts education (including
visual arts, music, drama, dance and other art forms) in the
Asia-Pacifc region. The Journal may also publish abstracts
of dissertations and theses successfully accepted for
higher degree studies, plus reviews of recent publications.
Starting from Volume 6, the APJAE is available on line. Hard
copies will continue to be available by subscription.
Child Research Net
http://www.childresearch.net/papers/
Child Research Net (CRN) is a non-proft, internet-based
child research institute. They have designed CRNs English
site to bring together people concerned about children and
to ofer a forum for innovative interdisciplinary discussion.
Their vast network of professionals, researchers and
educators around the world will bring you articles, reliable
data and the latest research in English, mainly on Japanese
children and youth that are not otherwise available.
CRNs aim is to exchange information and knowledge on
the Internet with child experts and researchers worldwide
and pursue the happiness of children from the biological
and social perspectives of Kodomogaku, Child Science, in
its consideration of children.
Google Scholar
http://scholar.google.com.sg/
Google Scholar provides a simple way to broadly search for
scholarly literature. From one place, you can search across
many disciplines and sources: articles, theses, books,
abstracts and court opinions, from academic publishers,
professional societies, online repositories, universities and
other web sites. Google Scholar helps you fnd relevant
work across the world of scholarly research.
Institute for Early Childhood Education and Research
(IECER)
http://earlychildhood.educ.ubc.ca/community/about-iecer-0
The Institute is an interdisciplinary unit and involves
the active participation of faculty, students, and visiting
scholars from a range of units across the campus and the
broader community. The major purpose of the Institute is
to serve as a community of discourse within the Faculty
and the University around issues pertaining to professional
development, research, policy, and leadership in the area
of early childhood development and education. It aims to
actively engage communities, professionals, students,
and researchers in dialogue about early childhood
issues
promote quality in young childrens learning, early
childhood teacher education, early childhood
research, and early childhood policy and leadership.
build bridges between early childhood research and
practice
provide courses, programmes, and professional
development for teachers of young children (birth to
age 8)
International Journal of Education and the Arts
http://www.ijea.org/
The International Journal of Education & the Arts currently
serves as an open access platform for scholarly dialogue.
Our commitment is to the highest forms of scholarship
invested in the signifcances of the arts in education and
the education within the arts. As editors, our personal
goal is to create a communal space in which to incite
productive dialogue revealing the potential of the arts
within education through all forms of inquiry. The journal
primarily publishes peer reviewed research-based feld
studies including, among others, aesthetics, art theory,
music education, visual arts education, drama education,
dance education, education in literature, and narrative
and holistic integrated studies that cross or transcend
these felds.
NLB SearchPlus
http://nlbsearchplus.nlb.gov.sg/primo_library/libweb/action/
search.do?vid=SEARCHPLUS
NLB SearchPlus is a search service by the National Library
Board that gives users easy access to a wider collection of
library resources. It has new features such as allowing users
to save their searches, set up email alerts, write reviews
and add their own tags to library resources.
Professional Development Research: Emerging
Findings and Implications (#566) NCCIC 2009
http://occ-archive.org/poptopics/pd_research_fndings.html
The Child Care Bureau and the Ofce of Planning, Research
and Evaluation (OPRE), both within the Administration
for Children and Families, U.S. Department of Health
and Human Services, fund a number of research eforts
that address the efectiveness, results, and implications
of a variety of early and school-age care professional
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development interventions, initiatives, and approaches.
A number of other organisations and funders are also
exploring the impacts of early childhood professional
development on provider practice, programme quality, and
child outcomes. This document begins with a discussion
of issues and considerations related to recent fndings and
follows with select emerging research fndings.
Taylor & Francis Group
http://www.tandfonline.com/toc/vaep20/current
Taylor & Francis Onlines portfolio of 1,600-plus journals
deliver the very latest peer-reviewed research. Many
journals ofer access to articles in advance of publication
and you never have to miss research in your feld with our
extensive range of email alerts and RSS feeds.
Zero To Three
http://www.zerotothree.org/
ZERO TO THREE is a national nonproft organisation that
informs, trains and supports professionals, policymakers
and parents in their eforts to improve the lives of infants
and toddlers.
Neuroscientists have documented that our earliest days,
weeks and months of life are a period of unparalleled
growth when trillions of brain cell connections are made.
Research and clinical experience also demonstrate that
health and development are directly infuenced by the
quality of care and experiences a child has with his parents
and other adults.
That is why at ZERO TO THREE our mission is to promote
the health and development of infants and toddlers.
UNESCO-NIE Centre for Arts Research in Education
(CARE)
http://www.unesco-care.nie.edu.sg/
The UNESCO-NIE Centre for Arts Research in Education
(CARE) is a clearing-house of research on the instrumental
benefts of arts in education in Singapore and the Asia-
Pacifc region.
It is part of a region-wide network of Observatories
stemming from the UNESCO Asia-Pacifc Action Plan.
These Observatories are tasked to collect, analyse,
repackage and disseminate research about arts education
in a web-accessible manner. This body of evidence about
the value of arts in education is used to support advocacy
eforts for mainstreaming the arts in Asian education.
Teaching Resources
Bright Beginnings
https://app.cdn.gov.sg/Portals/0/imapbuilder/Bright%20
Beginnings%20Handbook.pdf
This handbook showcases good employment practices
for ECCE professionals in areas of work-life harmony,
acknowledgement of excellent work performance,
training and development, and age-friendly employment
practices. These will help centre operators to attract,
develop and retain quality ECCE professionals, and
promote ECCE as an industry of career choice. Also
included are information on Singapores employment laws,
and training programmes that employers can leverage on
for their staf.
Early Years Development Framework
http://www.cdn.gov.sg/eydf/index.html
The Early Years Development Framework (EYDF) aims to
builds a strong foundation for the holistic development of
young children from two months to three years of age.
The EYDF sets the standards for quality care and learning
practices that are specifc to the developmental needs of
infants, toddlers and nursery children. It defnes outcomes
for learning and development, and provides broad
guidelines for educarers to plan and deliver culturally
and developmentally appropriate experiences for these
children.
The objectives of the Framework are to:
defne the principles for quality care and learning
practices
communicate standards on programmes and
practices
foster strong partnership and community
collaborations
strengthen and promote continuing professional
development
Nurturing Early Learners: A Framework for a
Kindergarten Curriculum
http://www.moe.gov.sg/education/preschool/fles/
kindergarten-curriculum-framework.pdf
The Kindergarten Curriculum Framework adopts a
holistic approach for children to develop and learn.
Both kindergartens and child care centres refer to this
framework to design their own programmes and lesson
plans.
Professional Development for Kindergartens
Principals and Teachers
http://www.moe.gov.sg/education/preschool/fles/
prospectus-2012.pdf
This prospectus has been developed to support
kindergartens in their planning for staf training and
development in the year ahead. The quality of education
that kindergartens provide depends greatly on the quality
107
of training received by kindergarten principals and
teachers. Besides acquiring the necessary professional
qualifcations, kindergarten educators should continue to
improve themselves in the areas of professional practice
and personal efectiveness. This will help to equip them
with the knowledge and skills to enhance childrens
learning.
Singapore Pre-school Accreditation Framework
(SPARK)
http://www.moe.gov.sg/education/preschool/spark/
The Singapore Pre-school Accreditation Framework
(SPARK) is a quality assurance framework introduced
by the Ministry of Education to raise the quality of pre-
schools in Singapore. The framework supports pre-school
leaders in their eforts to enhance their teaching, learning,
administration and management processes. It provides
pre-schools with a blueprint for planning and carrying out
both immediate and long-range improvements.
Inside Teaching
http://insideteaching.org/
This website is designed to support a community of
learning, which includes teachers, professional developers,
and other educators interested in learning and in teaching.
Visit collections of multimedia records of teaching
practice. Learn from others perspectives on using records
of practice for teacher learning. Contribute your own
teaching and learning experiences and browse materials
and resources that refect the larger context of the work
featured here. This site itself is an environment of learning,
a living archive that relies upon the contributions of
visitors in order to grow and to thrive.
Practice.ie
http://www.practice.ie/
Practice.ie is the website of the frst professional network in
Ireland for artists working with children and young people
and was developed by Kids Own Publishing Partnership
in 2008. It is an online collaborative space that provides
an interactive platform for artists to connect, share and
make visible their work with children and young people.
As a user-driven resource it allows artists to create their
own content and share the learning that they feel is most
relevant to the wider community.
Practice.ie also aims to validate and raise the profle of arts
practice with children and young people by showcasing
projects that represent best practice within the sector;
featuring interviews with key pracitioners; and containing
essays and articles of note that bear relevance to current
contemporary practice.
Professional Development
Networks
Asia-Pacifc Regional Network for Early Childhood
(ARNEC)
http://www.arnec.net/
The Asia-Pacifc Regional Network for Early Childhood
(ARNEC) is a network established to build strong
partnerships across sectors and diferent disciplines,
organisations, agencies and institutions in the Asia-Pacifc
region to advance the agenda on and investment in early
childhood.
Association for Early Childhood Educators, Singapore
(AECES)
http://www.aeces.org/
The Association for Early Childhood Educators (Singapore)
AECES aims to work towards promoting quality
programmes for young children and their families through
constant and continuous professional development for
early childhood educators. AECES as an organisation is a
resource for the community because over the years, it has
nurtured many early childhood professionals who now act
as resource persons.
Child Development Network
http://www.cdn.gov.sg
The Child Development Network aims to promote quality
early childhood care and development in Singapore, with
a focus on professional development and research in early
childhood.
This portal is a online resource for articles about child
development, developmentally appropriate practices,
how to choose a child care centre and much more in
their publications. Those who are interested in research
can look forward to the Early Childhood Research Fund, a
grant to support evidence-based action research on early
childhood issues in Singapore.
Stay in touch with the latest topics on early childhood
education, updates on events and training workshops in
our Early Childhood Digest. A free e-Newsletter will also
be delivered straight to your inbox every month for all
subscribers.
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Education Services Union
http://www.esu.org.sg
The Education Services Union (ESU) was formed on 31
March 2006 to support the growth of Singapore as a
Global Schoolhouse and further the interests of working
people in the education services industry. All employees
working in the private education industry can be an ESU
member. This includes anyone working in:
tertiary institutions
private education institutions (peis)
arts institutions
international schools
early childhood care and education (kindergartens
and child care centres)
Professional Chapter for Early Childhood Educators
http://www.ece.org.sg/
To provide greater value-added services to union
members, Education Services union (ESU) has formed a
frst-of-its-kind profession-based community specially
created for early childhood educators in Singapore -
Professional Chapter for Early Childhood Educators. This
is an NTUC initiative, managed by ESU, and supported by
NTUC family members to provide a holistic suite of services
to early childhood educators.
The National Association for the Education of Young
Children (NAEYC)
http://www.naeyc.org/
The National Association for the Education of Young
Children (NAEYC) is the worlds largest organisation
working on behalf of young children with nearly 80,000
members, a national network of more than 300 state
and local Afliates, and a growing global alliance of like-
minded organisations.
It is a membership association for those working with
and on behalf of children from birth through age 8.
NAEYC convenes thought leaders, teachers and other
practitioners, researchers, and other stakeholders and
sets standards of excellence for programmes and teachers
in early childhood education. NAEYC members include
teachers, paraeducators, center directors, trainers, college
educators, families of young children, and the public at
large. Membership is open to all individuals who share a
desire to serve and act on behalf of the needs and rights
of all young children.
Ministry of Social and Family Development
510 Thomson Road, #13 SLF Building, Singapore 298135
Tel: 62585812 Fax: 63548236
Email: MSF_child_care_link@msf.gov.sg
www.msf.gov.sg