90223 Dimensions Winter 10:Layout 1 - Southern Early Childhood ...

How can early childhood educators overcome barriers of access and convenience to obtain
high-quality professional development online? Before enrolling in any program, explore the
options reviewed here.
Online Professional Development:
Choices for Early Childhood
Educators
Heather Olsen, Ana J. Donaldson, and Susan D. Hudson
More than 6 in 10 children in the United States now are
cared for regularly by someone other than their parents
(National Association for Child Care Resource and
Referral Agencies [NACCRRA], 2006). Early childhood
educators are responsible for providing young children
with the best possible early care and education.
Professional development has a positive effect on the
quality of care young children receive. Research on child
care workers’ education has shown that professional
preparation makes a significant impact on children’s
cognitive and emotional development (National
Association for the Education of Young Children
[NAEYC], 2005; NACCRRA, 2006). Therefore, the need
for high-quality early childhood professional development
has expanded across the United States.
Although 97% of all states mandate some type of
annual in-service work (Smith, 2006), many early
childhood professionals face significant barriers as they
seek to improve their knowledge and practices. These
barriers include
• lack of money,
• accessibility,
• scheduling problems,
• institutional racism,
• language/communication, and
• literacy expectations (Ackerman, 2004; Bailey &
Osborne, 1994; NAEYC, 2005; Smith, 2006).
An increasing number of early childhood professionals
engage in professional development online (Olsen, 2007).
This article explores issues regarding online delivery of
professional development. The discussion is intended to
help early childhood professionals work through some of
the possible training barriers and decide whether or not
the online learning environment is a viable option.
Online Professional Development
In the 1990s, online professional development courses
were seen as a model for delivering learning experiences to
early childhood educators who often cannot afford to leave
their jobs, homes, or families to travel to distant programs
(Hyatt, 1992; Rowland, Rule, & Decker, 1996). The
expanded availability of the Internet continues to create
new avenues for professional development programs.
Heather Olsen, Ed.D., is Assistant Professor, University of
Northern Iowa, Cedar Falls. She has developed and is the lead
instructor for online training programs for the National Program
for Playground Safety. Her research interests include
online professional development, e-learning, and
outdoor play.
Ana J. Donaldson, Ed.D., is Associate Professor, University of
Northern Iowa. She is the coordinator of the Instructional
Technology Division and lead instructor for the Performance
and Training Technology Center at the University of
Northern Iowa. Her research interests include performance
and training and learner-centered teaching approaches with
emphasis on collaboration, communication, and interaction
in the online environment.
Susan D. Hudson, Ph.D., is Professor, University of
Northern Iowa. She holds one of three endowed
professorships in the United States in the area of Leisure and
Youth Services. Hudson has a distinguished record of
teaching, research, and service in the profession.
12 Volume 38, Number 1 DIMENSIONS OF EARLY CHILDHOOD Winter 2010