When an early childhood educator wants to attend or host a professional development session, what is a good approach?

• A. Use topics that are based on sound research or provided by a professional.
• B. Choose topics at random with no evidence.
• C. Attend sessions outside of early childhood.
• D. Schedule sessions during class time without consent.

Answer: (A)

Starting with topics that come from solid research or are provided by a qualified professional ensures professional development is credible, relevant, and practical for early childhood settings. When a PD topic is research-based, you gain evidence about what works, why it works, and how to apply it with young children, making it easier to translate learning into classroom practice. This approach also helps you stay aligned with current standards and expectations in the field, and it often comes with ready-to-use tools and clear implementation steps.

Topics chosen at random lack this foundation, so they’re unlikely to yield reliable improvements. Exploring PD outside of early childhood may miss classroom-specific challenges and strategies, and scheduling sessions during class time without consent disrupts routines and can undermine staff buy-in and legitimacy.