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ABSTRACT
In Jamaica, the majority of practitioners working with infants and toddlers are largely untrained. While continuing professional development (CPD) provides practitioners with the skills to meet children’s needs, the provision of CPD also serves as the means by which nursery practitioners upgrade their competencies. This study presents the findings of a series of focus group discussions and workshop evaluations with 71 nursery workers to elicit their professional development needs. Thematic analysis revealed three dominant themes (planning for children, managing throughout the day and the curriculum). These findings enable an emerging theorization of caregivers’ CPD needs. This includes context-guided pedagogy, relevant and transferable to everyday life, and socially considerate professional development. Implications of the findings suggest greater support for nursery workers. Caregivers need to be involved in the planning of CPD. Additionally, the theorization enables a greater understanding of how caregivers learn and the factors which support their professional growth.
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Zoyah Kinkead-Clark
Zoyah Kinkead-Clark is a Senior Lecturer and researcher in Early Childhood Education at The University of the West Indies, Mona. She is also the coordinator of graduate programmes in the School of Education. As a researcher, she has a keen interest in teacher professional development and understanding quality practices in early childhood settings. She is currently examining community-initiated approaches to early childhood development in selected countries in Latin America and the Caribbean.