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An intentional professional development process is described, which has positive influences on early childhood educators by transforming them to become more articulate and reflective professionals. Understanding that the complexities of prior experiences may influence teaching of mathematics, especially if the educators’ own childhood experiences were steeped in math anxiety or fear around mathematics learning, it may influence the way they choose to teach mathematics to young children. Through responding to a series of questions, teachers can create their own personal professional development plan (PPDP) with focus on resilience and positivity. These questions are focused on strategies in teaching and learning mathematics, stages of mathematical development, and social-emotional learning. Each of these areas is described with a scenario before and after professional development, which showcases the possibilities of growth and benefits of consistent reflection. Supporting the growth of early childhood mathematics teachers with a purposeful and reflective process of creating a PPDP leads to a positive classroom climate that focuses on invitational and engaging experiences for all children to learn mathematics with curiosity and courage.

Professional Development: A Challenge for the Early Childhood Mathematics Teacher