Early childhood teachers' preparation and the quality of program outcomes

TLDR

The preparation of effective early childhood teachers is increasingly critical, as better‑educated teachers are hypothesized to improve program quality, a topic that has attracted extensive research over recent decades. This study investigates the importance of higher education levels for all early childhood education teachers. The authors conducted a critical analysis of 40 studies published between 1989 and 2004 on teacher preparation and program quality. The analysis identified three key areas: teachers’ professional development, the importance of a Bachelor’s degree, and educational standards for early childhood teachers. Keywords: preschool teacher preparation, program quality.

Abstract

Abstract The issue of the preparation of effective teachers becomes more critical for teachers of early childhood programs. It has been hypothesized that better program quality depends on better‐educated teachers. The purpose of this investigation was to explore the importance of a high level of education for all early childhood education teachers. This issue has intrigued early childhood researchers and has prompted a large amount of research studies over the past decades. In order to assess the status of this line of inquiry and to provide guidance for future research, a critical analysis of 40 studies on the preparation of early childhood education teachers and the quality of their educational programs that were published within a 15‐year (1989–2004) period is presented here. The analysis consisted of literal and allegorical critical analysis and interpretative critical analyses, which generated results in three main areas that focused on the professional development of the teachers, including teachers' professional development, the importance of a Bachelor's Degree and educational standards for early childhood education teachers. Keywords: PreschoolTeacher preparationProgram quality