Research and Practice in Early Childhood Profession

The role of early childhood professional is very critical in shaping children's perception of the real world, which ultimately determines who they become in their entire life. Therefore, it is paramount that any early childhood professional are adequately equipped with knowledge of children's development process and environment. In this sense, continuous research becomes paramount in the development of an integrated early childhood practice.

The Need for Ongoing Research

According to Marbina, Church and Tayler (2010), any sound early childhood practice is pegged on some fundamental principles such as family-centeredness, equity and diversity orientation, partnership between the early childhood professional and other professionals, integrated teaching and learning approaches, building respectful relationships and responsive activities, reflective practice and assessment of learning and development processes. This higher demand on the early childhood professional can entirely become an impossible task to accomplish without established and proper researches on every facet of child development (MacNaughton & Hughes, 2008).

The effective child's learning and development have been established to heavily rely on a close relationship between the early childhood professionals and their young learners (Mowder, Rubinson & Yasik, 2009). Accordingly, these professionals should ever be informed about the possible ways through which they can build respectful and secure attachments with these young learners. It is upon this secure and enabling condition that children can take risks and explore their environment (“Using early childhood research”, 2012).

The enormous role of research in the guidance and informing early childhood profession can be seen in the development of better understanding children and the broader context of every child. It is very important to note that every child, in the learning institution, comes from different family and medical backgrounds (Karlsdottir & Gardarsdottir, 2010). Therefore, this requires the early childhood professionals to understand each and every child, in reference to social and medical conditions that surround both the physical and mental development of such children.


While advocating for continuous research in this field, Sheridan (2009) attributes quality and effective learning services to the early childhood professionals' commitment to ongoing learning and professional development. In conclusion of this paper, it is essential to emphasize the importance of critical knowledge and skills of early childhood practitioners in determining the level of children's preparedness for entry into school.



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