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You Bet I Care! (2000) examined the professional development activities of
42,000 child care centre staff that care for approximately 300,000 children across
Canada. Although over 76% had participated in some form of professional development
in the preceding 12 months, most had participated in “one shot” (short training
experiences considered as a quick fix) workshops or conferences (Doherty et al., 2000, p.
xvii). The percentage of teaching staff Canada-wide who did not participate in any
professional development activities rose from 13.0% in 1991 to 23.8% in 1998. Less than
7% had participated in a credit course that could lead to a more advanced credential. With
the majority of the professional development activities considered as one time only
sessions, it is questionable whether teachers are prepared for substantial curriculum
change (Doherty et al., 2000).
Most college training programs for early childhood education and care are
intended to ensure at least a minimal level of competency in entry level staff. The nature
of child care work, however, demands that professionals continue to develop skills and
knowledge beyond what is taught in these introductory programs. Life-long participation
in professional development is necessary to expand skills and knowledge, to develop
fresh ideas, and to refine practice. As a result, it appears that the minimal standards or
lack of pre-service training among child care staff is not being remedied by substantive
in-service training (Doherty et al., 2000).
The obstacles inhibiting access to professional development opportunities are
varied. St. Aubin (2003) identified these as including a lack of time and infrastructure. In
You Bet I Care! (2000) the most frequently cited barriers were the cost of participation
(47.7%), lack of information about professional development opportunities (41.1%), and