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Québec a public education campaign to improve image is credited with the increased
enrolment in early childhood education and care training programs. This campaign was
accompanied by government funds specifically allocated to increase staff wages (Tougas,
2002).
Centre practices and working conditions can also convey messages regarding the
extent to which staff are respected. Doherty and Forer (2005) found that the extent to
which staff feel they have opportunities for input into centre decisions predicts the
proportion of staff in a centre who intend to leave within 12 months and is significantly
correlated with turnover rates. Decisions regarding curriculum could be one area that
could allow for staff input. Access to professional development opportunities focused on
curriculum could support feelings of respect and improved self and public image.
Professional development.
Beach (1999) describes professional development in early childhood education as
any course of study or activity that has been established or developed for the purpose of
enhancing an individual’s skills and knowledge specific to the field, and undertaken by
individuals already working in the sector. Professional development is an identified
strategy to enhance the field’s capacity to provide quality early development learning and
care services. Professional development can serve to address issues of job isolation,
professionalism, career mobility, and professionalization (Doherty, 2003a).
In Canada, most professional development and in-service training is delivered by
organizations and professional development associations (Beach, 1999). These include
local, provincial and national advocacy and professional associations as well as unions,
child care agencies and committees. There is a lack of research in this area which has