What’s Missing in Most of Our Early Childhood Degrees? Focusing More Deeply on Relationships and Learning with Infants, Toddlers, and their Families
Source: Journal of Early Childhood Teacher Education, Volume 37, Issue 4, 2016, Pages 264-281.
This study explored whether early childhood teachers were being prepared in coursework and field experiences to meet Washington state and nationally accepted core knowledge and broad competency areas for preparation of the infant-toddler workforce.
Data were collected through surveys and interviews with members of a state early childhood teacher educator professional organization and through examination of publically available course information.
A review of early childhood degree programs found an overall insufficient emphasis on a deeper understanding of holistic infant early development and intervention, as well as mental health and observable, evidence-based interactions that promote child and family resilience at the level of the individual early childhood educator’s preparation.