This synthesis addresses the question of:
“What constitutes quality professional development as it relates to learning opportunities, experiences and outcomes for children within diverse early childhood provisions?” (Ministry of Education, 2002).
The best evidence synthesis is derived from research that provides strong evidence of linkages to learning opportunities, experiences and outcomes for children. An important focus of the work is professional development in support of educational practice that is inclusive of diverse children, families and whānau. Specific emphasis is on evidence related to learning opportunities and outcomes through the provision of professional development for Māori children, Pasifika children and children from low socio-economic families. An extensive search was made for New Zealand and international material through library databases and contact with researchers and professional development providers. Research was critiqued and selected if it met yardsticks for quality evidence. Cross-study analysis was undertaken and the evidence integrated to address the research questions.
The synthesis findings of the impact of professional development have been summarised into three categories: enhancing pedagogy; contributing to children’s learning; and building linkages between early childhood education settings and other settings. Eight characteristics of quality professional development are derived from evidence of the processes and conditions operating in the programmes under review. Structural conditions supporting quality professional development are also discussed. Recommendations are made for further research and research accessibility.