Professional Development and Professional Identity

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


This chapter will address Competency 9 entitled ‘Ongoing Professional Development’. Ongoing professional development ensures that we, as Early Childhood professionals, continually reflect on and develop our knowledge, understanding and practice in a variety of capacities, often in collaboration with other practitioners. We present research, theory and examples from practice attending to:
• critical reflective practice to enhance continuing professional development in Early Childhood (Competency 9.3), debating democratic and inclusive practice with attention to social and emotional encounters, as an underpinning value and foundation of the Early Childhood Graduate Practitioner Competencies (ECGPC) (Competency 9.4). The importance of professional dialogue and communication and its challenges are emphasised throughout these discussions (Competency 9.5)
• self-awareness and knowledge of anti-discriminatory practice, promoting social justice and the importance of valuing difference (Competency 9.1). As a part of this, we draw on examples of how students work to enable the voice of young children to be heard
(Competency 9.2) and include reflections on self-awareness of the emotional work in Early Childhood
• democratic, distributed and advocacy leadership (Competency 9.4), which is linked to the consideration of Early Childhood professional identity
Original languageEnglish
Title of host publicationThe Early Childhood Graduate Practitioner Competencies
Subtitle of host publicationA Guide for Professional Practice
EditorsCarolyn Silberfeld, The Early Childhood Studies Degree Network
Place of PublicationLondon
PublisherSAGE Publications
Number of pages176
ISBN (Print)9781529760101
Publication statusPublished - 15 Nov 2022


  • Early Childhood
  • Graduate practitioner
  • professional development
  • leadership
  • democracy
  • wellbeing

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