A transformative model of continuing professional development in a day nursery: practitioners’ perspectives on the implementation of symbolic gesturing

Amanda Norman, Jenny Byrne

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Abstract

Abstract
This paper reports on the introduction of a transformative model of CPD to implement symbolic gesturing into a day nursery. Drawing on Kolb’s (1984) experiential learning cycle the transformative model was based upon person-centred and co-constructivist approaches to learning to empower practitioners working with children under two years to have autonomy over their learning. Perspectives of the nursery staff about the CPD were captured in narrative semi-structured interviews pre- and post the three months of implementation and from reflective diaries used during this period. Practitioners concluded that the model was effective because it allowed symbolic gesturing to be introduced in a flexible way that could be navigated independently by each practitioner as part of their daily routine rather than as a specific, formal course of instruction requiring formulaic adoption. Findings also indicate that the CPD model had beneficial learning outcomes in both cognitive and affective domains for practitioners and the infants in their care. Limitations of the small-scale study are acknowledged but the study highlights implications for practice and theorising about effective CPD in early years settings. The model could be of interest to researchers and practitioners wishing to develop effective CPD in other day nurseries such as symbolic gesturing or other professional development initiatives.
Original languageEnglish
Pages (from-to)1
Number of pages12
JournalProfessional Development in Education
DOIs
Publication statusPublished - 24 Mar 2020

Keywords

  • Continuing professional development
  • early years
  • experiential learning
  • infants
  • nursery practitioner
  • symbolic gesturing

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