| Early childhood educators are exposed to professional development activities, both at their places of employment and throughout the child development community. These educators seek professional development to meet the requirements of funding sources, continue professional education requirements, or enhance personal knowledge. The implementation of acquired knowledge, skills or techniques in the classroom and during interactions with children is the end goal of professional development for early childhood educators. The primary reason why there are requirements and mandates for teacher training is to increase the quality of learning experiences for all young children. This study explores the perceived barriers that educators have regarding the implementation of information presented at professional development activities in their working classrooms with young children. |
