This paper discusses the issues surrounding the establishment of a system of professional development and training for early childhood workers and practitioners in the United Kingdom. The paper focuses on what needs to be done to accomplish an effective and efficient program of continuing professional development of practitioners. The paper first distinguishes between the definitions of two terms, development and training. The paper then notes that the effect of current policy initiatives raises an anxiety that far from increases training opportunities and requirements. Thus, paying attention to training is a relatively inexpensive strategy for improving quality. The current levels of training and development paint a worrisome picture of an early years work force because of limited and sporadic funding. Most early childhood workers have no access to training at all. There have been a number of strategies, but it is clear that much needs to be done if the British government is to ensure that early childhood workers have a high standard of training. The paper ends with a review of twelve action initiatives that could raise the level of training and development in order to establish child care as a high-status and professional career. Contains 10 references. (AP)