Frontiers in Educational Research, 2023, 6(27); doi: 10.25236/FER.2023.062730.
Shushu Han1,2
1Yongzhou Vocational and Technical College, Early Education Major, Yongzhou, 425000, China
2University of Perpetual Help System DALTA, Alabang-Zapote Avenue, Pamplona, Las Piñas City, 1740, Philippines
The early childhood development plays a foundational role in the sustained progress of a nation, while also serving as a vital safeguard for promoting comprehensive individual growth. Following the release of the "Guiding Opinions on Promoting the Development of Care Services for Infants and Toddlers Under the Age of 3" by the State Council Office in May 2019, China has embarked on the construction of a professional teaching staff for early childhood education tailored to the 0-3 age group. Building upon an examination of the professional development of educators in the field of early childhood education for ages 0-3, this article categorizes existing literature into several dimensions: exploration of role positioning and competencies, requisite professional knowledge and skills, establishment of developmental support systems, autonomous learning and reflective practice, as well as international comparative research. The paper provides a brief overview of these aspects based on the literature.
professional development, role positioning, competencies, professional knowledge, literature overview
Shushu Han. Research on the Profession Development of Early Education Teachers for Children Aged 0 to 3 Years Old. Frontiers in Educational Research (2023) Vol. 6, Issue 27: 179-183. https://doi.org/10.25236/FER.2023.062730.
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