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Professional development for teachers in kindergartens is essential for quality education to be realized. There is a strong correlation between staff development and the quality of their teaching. Teaching in Kindergartens is a bit challenging because it is the next level just after early childhood care. Teachers at this level need to be equipped with the relevant skills to handle this category of pupils (Iverson, 2002).
Fundamental factors such as level of education of the teacher and the content of training the teacher received play a key role in determining the level of development a kindergarten teacher needs. The level of professional development of the teachers at the kindergarten stage plays a key role in the general development of pupils and the quality of education they receive at the end of the day. This paper will reflect on staff development in kindergartens.
The level of professional development can be measured in form of the formal education the teacher received in different courses and other forms of training such as workshops and seminars. The main focus is on the content of the coursework in all forms of training and the methods used to implement staff development mechanisms (Iverson, 2002). The behavior of the teacher in the classroom is fundamental in measuring their level of professional development.
Kindergarten programs should form the bulk of the courses and training these teachers receive for them to deliver quality education. Teaching in elementary schools requires some experience in pre-kindergarten programs since most of the pupils are still very tender and need the care of a child. Training programs outside the normal formal system help a great deal in the professional development of the staff in kindergartens.
There are some discrepancies in the qualifications of kindergarten teachers that need to be urgently addressed to breach the gap in qualifications of the kindergarten staff. The relevant authorities have the responsibility of ensuring that the kindergarten staff meets the current requirements of teaching in kindergartens (Iverson, 2002). Additional training has proved be very important in generating quality settings in classrooms.
Through extra training, the teachers are able to improve on their classroom language and stimulation in terms of reasoning (Joyce & Calhoun, 2010). The quality of the learning environment is greatly influenced by the professional development of the teacher. The models of staff development in kindergartens should constantly be revised to focus more on proximal factors such as practices and teacher attitude. The distal factors are not good enough to be used as a measure of professional development of a kindergarten teacher.
Staff development is also enhanced by better classroom resources together with other quality factors. Professional development is not only facilitated by educational qualification of the teacher but also the environment in which they work. A quality setting plays a major role in the professional development of a kindergarten teacher. The amount of salary the kindergarten teachers receives is also a major determinant of their general professional development.
Well paid kindergarten teachers will tend to have the required classroom attitude compared to underpaid teachers (Joyce & Calhoun, 2010). A good salary motivates the teacher to search for more knowledge and experience which are essential ingredients for professional development.
An integrated curriculum at the kindergarten level is also a major determinant in the professional development of a kindergarten teacher. The curriculum should integrate learning and practice which are essential factors in professional preparation of a kindergarten teacher.
There are some standards that need to be thoroughly observed in the process of staff development in kindergartens (Iverson, 2002). To begin with, the content of professional preparation should meet the current standards and should be based on the findings of a thoroughly done research. The standards followed in professional development should not only focus on mastering knowledge but should emphasize on the application of the acquired knowledge in daily activities of the kindergarten staff.
The implementation of the standard should be done by a process recognized and accredited by the relevant bodies responsible for verifying teacher education. The professional development of kindergarten teachers is a continuous process that follows the laid down standards of elementary teaching (Iverson, 2002).
The kindergarten staff should be encouraged to use assessments and family knowledge to improve the quality of learning and at the same time create valuable relationships. The kindergarten teachers have the responsibility of establishing a good relationship with their pupils in order to improve their responsiveness in class. A good relationship between the teacher and the pupils leads to professional development.
In conclusion, staff development in kindergartens is essential in improving the quality of education. Both distal and proximal factors should be used to evaluate the level of professional development of a kindergarten teacher.
Informal training received in workshops and seminars beyond the formal training system helps in professional development of the staff in kindergartens. Good wages and emphasis on the application of the acquired knowledge motivates the teachers and at the same time encourages them to look for ways of developing in their profession.
References
Iverson, N. (2002). Staff development and kindergarten reading achievement. New York, NY: University of Virginia.
Joyce, B. & Calhoun, E. (2010). Professional development: A celebration of educators. New York, NY: Corwin Press.
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