The Introduction chapter is designed to familiarize our readers with the context and the concept of the subject dealt with in the present book. It highlights the importance of early childhood education and care in a child’s development and surveys the level of attention that high-quality early childhood education services are attracting on the part of international institutes and organizations. It also indicates the scope and main objectives of the book, which include sharing the experience of a European-funded project that dealt with the professional development of early childhood teachers. More specifically, the book attempts to present an alternative approach to the professional development of early childhood teachers based on promoting self-evaluation skills and the use of observation rating scales toward that end. Follows brief descriptions of each of the nine included chapters.


Early childhood education Professional development Self-evaluation Observation rating scales ECERS-R 


  1. Andrew, Y. (2015). What we feel and what we do: Emotional capital in early childhood work. Early Years, 35(4), 351–365.CrossRefGoogle Scholar
  2. Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and teacher education, 27, 10–20. doi: 10.1016/j.tate.2010.08.007.CrossRefGoogle Scholar
  3. Burchinal, M., Magnuson, K., Powell, D., & Soliday Hong, S. (2015). Early childcare and education. In M. H. Bornstein & T. Leventhal (Eds.), Handbook of child psychology and developmental science. Vol. 4 Ecological settings and processes (pp. 223–258). Hoboken, NJ: Wiley.Google Scholar
  4. Campbell-Barr, T. (2016). Quality early childhood education and care-the role of attitudes and dispositions in professional development. Early Child Development and Care, doi:  10.1080/03004430.2016.1150273.
  5. Edwards, S., & Nuttall, J. (2009). Introduction. In S. Edwards & J. Nuttall (Eds.), Professional learning in early childhood settings (pp. 1–8). Rotterdam: Sense Publishers.Google Scholar
  6. Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113–136. doi: 10.1348/000709900158001.CrossRefGoogle Scholar
  7. European Commission. (2007). Key competences for lifelong learning European reference framework. Belgium: European Commission.Google Scholar
  8. European Commission. (2011). Early childhood education and care: Providing all our children with the best start for the world of tomorrow. Brussels: Communication from the Commission. COM (2011) 66 final. Retrieved from
  9. Harms, T., Clifford, M., & Cryer, D. (2005). Early childhood environment rating scale (Rev. ed. (ECERS-R) ed.). Williston, VT: Teachers College Press.Google Scholar
  10. Lazzari, A., Picchio, M., & Musatti, T. (2013). Sustaining ECEC quality through continuing professional development: Systemic approaches to practitioners’ professionalisation in the Italian context. Early Years, 33(2), 133–145. doi: 10.1080/09575146.2012.758087.CrossRefGoogle Scholar
  11. Penn, H. (2011). Quality in early childhood services. Berkshire: McGraw Hill.Google Scholar
  12. Pirard, F., & Barbier, J. M. (2012). Accompaniment and quality in childcare services: The emergence of a culture of professionalization. Early Years, 32(2), 171–182. doi: 10.1080/09575146.2011.642852.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  1. 1.Aristotle University of ThessalonikiThessalonikiGreece
  2. 2.University of CreteRethymnonGreece
  3. 3.A.T.E.I. of ThessalonikiThessalonikiGreece

Personalised recommendations