Impact of continuous professional development and working conditions of early childhood education and care practitioners on quality, staff-child interactions and children's outcomes: A systematic synthesis of research evidence, VBJK: Gent, Eurofound: Dublin (2015)

In order to draw policy‐relevant information that might support decision makers in designing inclusive ECEC policies in their countries with attention to diversity, this study reviews existing research evidence published on the topic in all the languages currently in use in EU Member States. Thereby, it involved country experts from 28 EU Member States. The research was framed by the political priorities identified in the Council Conclusions on Early Childhood Education and Care (EU Council, 2011). The systematic literature review methodology, elaborated by the EPPI‐Centre for informing evidence‐based policies in the field of education and social sciences, was adopted to review the evidence in primary research studies. The study showed that long‐term CPD interventions integrated into practice, such as pedagogical guidance and coaching in reflection groups, prove to be effective not only in countries with a well‐established ECEC systems and a high level of qualification requirements for the practitioners, but also in countries with poorly subsidised ECEC systems and low qualification requirements. CPD initiatives based on active engagement of practitioners and on peer exchanges within a shared scientific framework, prove to be more effective.

Focus of the publication:

- quality ECEC;

- staff competences;

- continuous professional development