Educational, psychological and mental health, and medical computer databases were searched, and three occupational reference texts were examined, in an effort to identify the position of the child development specialist (CDS). Other objectives were to initiate a dialogue in the profession and among those who might value services of CDSs, and to invite reader response and participation in the search for a professional identity. This review focused on job description, training, skills, credentials, and work settings. The review found that confusion about the professional identity and the role of the CDS, whose functions include child care worker, administrator, policymaker, and researcher, is widespread among members of other professions and the public, as well as among practitioners themselves. The teamwork of the CDSs emerged as their most significant secondary role in child care work. The research documents the pioneer status of the position, as well as the professional isolation and identity crisis reported by practitioners. The literature offers recommendations concerning legislation, training, credentials, and curriculum. The findings from this review are consistent with a model developed earlier in which a range of training, titles, affiliations, and functions among CDSs is viewed on a continuum of experience and education. A figure appended to the review depicts this continuum. Also appended is a list of 72 reference works. (BC)