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Volume 4 Number 2
©The Author(s) 2002

Training and Education of Early Childhood Teachers: Selected Citations from the ERIC Database

ED455950 PS029712
Title: Preparing the Workforce. NCEDL Spotlights Series, No. 33.
Author Affiliation: National Center for Early Development & Learning, Chapel Hill, NC. (BBB35605)
Pages: 3
Publication Date: May 2001
Notes: Based on "Preparing the Workforce: Early Childhood Teacher Preparation at 2- and 4-Year Institutions of Higher Learning" by Diane Early and Pamela Winton.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: R307A60004
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Frank Porter Graham Child Development Center, University of North Carolina-Chapel Hill, CB #8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0867; Web site: http://www.ncedl.org.
Document Type: Reports--Research (143)
Geographic Source: U.S.; North Carolina

This report summarizes findings of a national survey of institutions of higher education (IHEs) with early childhood programs. The study, conducted by the National Council for Early Development and Learning, surveyed a nationally representative group of chairs/directors of early childhood teacher preparation programs of two- and four-year colleges and universities. The 438 IHEs participating in the survey were in 47 states plus Washington D.C., Puerto Rico, and the U.S. Virgin Islands. Major findings indicate that early childhood teacher education programs are in need of support. Overall, programs will not have adequate faculty to meet the projected workforce needs. The highest rated challenge of early childhood teacher education programs is difficulty attracting and retaining ethnically and linguistically diverse faculty. Early childhood teacher education programs have a smaller number of faculty serving a larger number of students than other programs in the same IHEs. Early childhood teacher education programs tend to have a greater percentage of part-time faculty members than do the institutions in which they reside. Gaps are evident in the programs with regard to their stated missions of preparing students to work with children with disabilities or with infants and toddlers, and the requirements of the program. Access to bachelor's degree programs upon completion of an associate's degree continues to be a problem because of articulation challenges. Other major challenges cited by IHEs include students' competing work or family-related responsibilities, and attracting and keeping students due to poor working conditions and wages in the field of early childhood. (KB)

Descriptors: *Articulation (Education); Associate Degrees; Bachelors Degrees; *College Faculty; Colleges; *Early Childhood Education; *Higher Education; *Teacher Education; *Teacher Education Programs

ED454958 PS029579
Title: Who's Caring for the Kids? The Status of the Early Childhood Workforce in Illinois.
Author(s): Krajec, Valerie Dawkins; Bloom, Paula Jorde; Talan, Teri; Clark, Douglas
Author Affiliation: National-Louis Univ., Wheeling, IL. Center for Early Childhood Leadership. (BBB35320)
Pages: 96
Publication Date: June 2001
Notes: A joint project by the Center for Early Childhood Leadership and the Illinois Network of Child Care Resource and Referral Agencies.
Sponsoring Agency: McCormick Tribune Foundation, Chicago, IL. (BBB28636)
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Document Type: Numerical/Quantitative Data (110); Reports--Evaluative (142)
Geographic Source: U.S.; Illinois

Noting that there is a lack of consistent and accurate information about the teachers, administrators, and support staff who work in early childhood settings in Illinois, this study documented the early childhood workforce serving in infant/toddler, preschool, and school-age programs in the state. The study also determined the impact of the current career development system on practitioners, the programs they serve, and the public at large. Data sources included state agencies' statistics, other state and national reports, and surveys on compensation and turnover, preferred nomenclature for professional roles and program types, and pre-kindergarten teachers' career decisions. Survey participants included 4,125 early childhood teachers and administrators and 557 pre-kindergarten teachers. Among the major findings of the study are the following: (1) there are wide disparities in qualifications and compensation for comparable work in different early childhood settings; (2) director qualifications are related to program quality; (3) accreditation has a positive impact on overall program quality; (4) Illinois lacks a coherent system of initial preparation, ongoing professional development, and career counseling for early childhood teaching, administrative, and support staff; and (5) many caregivers operate outside the established early childhood regulatory system and thus do not have access to technical assistance or professional training. Based on findings, specific recommendations were devised for designing and implementing a comprehensive statewide career development system. (Appendices contain a glossary of relevant terms and data collection instruments. Contains 80 endnotes.) (KB)

Descriptors: Administrator Qualifications; *Administrators; Career Development; *Career Ladders; *Child Caregivers; *Day Care; Day Care Centers; *Early Childhood Education; Educational Quality; Family Day Care; Preschool Teachers; Teacher Qualifications
Identifiers: Day Care Quality; *Illinois; Project Head Start

ED451943 PS029406
Title: How Do We Prepare Future Early Childhood Teachers for Developmentally and Culturally Appropriate Practice (DCAP) among Seven Different States in U.S.?
Author(s): Hyun, Eunsook
Pages: 44
Publication Date: April 2001
Notes: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Written with Rosario Morales, Georgianna Durate, Saundra DiPento, Jocelynn Smrekar, Celeste Matthews, and Jill Ardley.
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Florida

In 1995, a nationwide collaborative research-net was formed to articulate practically an early childhood education (ECE) teacher preparation curriculum framework based on developmentally and culturally appropriate practices (DCAP). This paper presents and discusses findings of the 5-year study involving teacher educators from California, Florida, Georgia, Minnesota, Pennsylvania, Oklahoma, and Texas. Based on the theoretical frameworks of social phenomenology and hermeneutics, shared key ideological constructs were drawn from several sources, including developmentally appropriate practice, anti-bias education, critical pedagogy, and multiple/multiethnic perspective taking. Seven ECE faculty from seven states actively participated in the research-net activity. Each had infused the DCAP teacher education curriculum components into field-based courses and were electronically connected to prospective teachers to share experiences. Data were composed of interview transcripts, field notes, instructional materials, e-mail messages, Internet WebBoard discussion, and presentation papers. Qualitative data analysis techniques were used. Findings indicated that each site had a unique DCAP-based approach in responding to the nature of the community they serve. The paper outlines the themes emerging from analysis: (1) autobiographical approach and reflective activity as keys to teacher preparation; (2) field integration and transforming oneself as a life-long learner; (3) social pro-activism; (4) new self image as co-learner; (5) effectiveness of DCAP-based teacher education curriculum; (6) emerging self- critical questions; and (7) obstacles and dilemma to implementing DCAP-based teacher preparation. The paper's four appendices describe how four universities prepare their early childhood teachers to work with young children and families from various ethnic/racial/cultural backgrounds. (Contains 57 references plus additional references in appendices.) (KB)

Descriptors: *Culturally Relevant Education; *Developmentally Appropriate Practices; Early Childhood Education; Higher Education; Models; *Preschool Teachers; *Teacher Education; Teacher Education Programs; Teacher Educators

ED453969 PS029558
Title: Head Start FACES: Longitudinal Findings on Program Performance. Third Progress Report.
Author(s): Zill, Nicholas; Resnick, Gary; Kim, Kwang; McKey, Ruth Hubbell; Clark, Cheryl; Pai-Samant, Shefali; Connell, David; Vaden-Kiernan, Michael; O'Brien, Robert; D'Elio, Mary Ann
Author Affiliation: Ellsworth Associates, Mclean, VA. (BBB35778); Abt Associates, Inc., Washington, DC. (BBB20929); CDM Group, Inc. (BBB32571); Westat Research, Inc., Rockville, MD. (LYR95205)
Pages: 192
Publication Date: January 2001
Sponsoring Agency: Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau. (BBB33982)
Contract No: HHS-105-96-1930HHS-105-96-1912
Available from: EDRS Price MF01/PC08 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Virginia

The Head Start Family and Child Experiences Survey (FACES) is an ongoing, national, longitudinal study of the cognitive, social, emotional, and physical development of Head Start children; the characteristics, well-being, and accomplishments of families; the observed quality of Head Start classrooms; and the characteristics and opinions of Head Start teachers and other staff. The FACES study involves a nationally stratified random sample of 3,200 children and families in 40 Head Start programs, who were studied at program entry in Fall 1997, assessed at the completion of 1 or 2 years in Head Start, and followed up in kindergarten and first grade. This report is the third to detail findings of the study in progress. Findings are presented in four areas related to program performance objectives: (1) enhancement of children's development and school readiness; (2) strengthening of families as their children's primary nurturers; (3) provision of high quality educational, health, and nutritional services; and (4) relation of classroom quality to child outcomes. Findings indicate that children completing Head Start showed significant gains in vocabulary and writing skills relative to national norms established for children of all income levels. Although children who initially scored in the bottom quartile in vocabulary, writing, and math skills had higher gains than other children, they still scored substantially below national norms at the end of Head Start. Parents cited Head Start as an important source of support in rearing their children. Quality in classrooms continues to be good across three points of measurement. Most teachers had good teaching qualifications. Quality of classrooms has been linked with child outcomes. Appended is information on data collection instruments, including child assessment, parent interviews, classroom observation, and staff questionnaires, and instruments used in the validation sub-study. (Contains 45 references.) (Author/KB)

Descriptors: Child Development; Cognitive Development; *Early Intervention; Educational Practices; Emotional Development; Family (Sociological Unit); Longitudinal Studies; *Outcomes of Education; Physical Development; *Preschool Children; *Preschool Education; Preschool Teachers; *Program Effectiveness; Program Evaluation; Social Development; Teacher Attitudes; Well Being
Identifiers: Head Start Family and Child Experiences Survey; Head Start Program Performance Standards; *Project Head Start

EJ631414 PS531806
Title: Child Care Provider Perspectives on the Role of Education and Training for Quality Caregiving.
Author(s): Gable, Sara; Hansen, Joanna
Source: Early Child Development and Care, v166 p39-52 Feb 2001
Publication Date: 2001
ISSN: 0300-4430
Document Type: Journal articles (080); Reports--Research (143)

Used focus group discussions to determine child care providers' opinions about the content of training necessary for providing quality care and providers' beliefs about the level of training and education required for child care workers. Examined findings in terms of providers' perceptions of professional worth and the design of educational and professional development initiatives. (TJQ)

Descriptors: Caregiver Attitudes; *Caregiver Training; *Child Caregivers; Day Care; Early Childhood Education; Experience; *Preschool Teachers; Prior Learning; Professional Development; Program Effectiveness; Teacher Attitudes; *Teacher Education; Teacher Effectiveness; *Teacher Qualifications
Identifiers: *Caregiver Qualifications

EJ631412 PS531804
Title: Quality Evaluation and Quality Enhancement in Preschool: A Model of Competence Development.
Author(s): Sheridan, Sonja
Source: Early Child Development and Care, v166 p7-27 Feb 2001
Publication Date: 2001
ISSN: 0300-4430
Document Type: Journal articles (080); Reports--Research (143)

Examined whether preschool quality could be enhanced through competence development in teaching staff simultaneous to organizational changes and financial cutbacks. Tested a model for competence development with an intervention group that took part in a competence development program. Found that the development work led to a higher quality in eight of nine preschools. (TJQ)

Descriptors: Change Strategies; Financial Support; Models; Organizational Change; Preschool Education; *Preschool Teachers; Professional Development; Program Evaluation; *Program Improvement; *Teacher Competencies; *Teacher Effectiveness; *Teacher Improvement; Teacher Qualifications
Identifiers: Early Childhood Environment Rating Scale; Reflection Process; Reflective Awareness; *Reflective Practice

ED455953 PS029718
Title: Characteristics of Early Childhood Teachers and Structural Elements of Early Care and Education in the United States.
Author(s): Saluja, Gitanjali; Early, Diane M.; Clifford, Richard M.
Pages: 28
Publication Date: 2001
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: R307A60004
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Research (143)
Geographic Source: U.S.; North Carolina

This study assessed demographic information on early childhood programs and teachers of 3- and 4-year-olds. Questionnaires were sent to a random sample of early childhood programs across the United States. Data were collected on teacher characteristics and structural features (enrollment, class size, hours of operation, and ratio of teachers to students) of early childhood programs. Participating were 1,902 teachers. Responses indicated that the vast majority of these teachers were women and that 78 percent of the teachers were white. Approximately 50 percent had earned a college degree, although educational attainment varied among program types. For-profit centers outnumbered other types of centers (29 percent of centers), although the number of early childhood programs in public schools was increasing rapidly (16 percent). Twenty-two percent of centers were affiliated with a religious organization, 25 percent were independent non-profit or other public agency, and 8 percent were Head Start programs. The majority of centers were open for the full day. Racial/ethnic composition in the average classroom was 66 percent white, 15 percent African American, 9 percent Hispanic, 5 percent mixed race, 4 percent Asian American, 1 percent Native American, and 1 percent other. About 60 percent of classrooms had a predominant racial/ethnic group, with Head Start programs most likely to be predominantly African American and church/synagogue-based programs especially likely to be predominantly white. The average classroom had 16.4 children and 2.0 paid staff. (Contains 19 references.) (KB)

Descriptors: *Child Caregivers; Class Size; Comparative Analysis; *Day Care; Demography; Early Childhood Education; Educational Attainment; Enrollment; *Preschool Teachers; Questionnaires; *Teacher Characteristics; Teacher Qualifications; Teacher Student Ratio
Identifiers: Caregiver Child Ratio; Caregiver Qualifications; *Program Characteristics

ED447935 PS029039
Title: Effects of Child and Teacher Characteristics on Children's Observed Engagement.
Author(s): Ridley, Stephanie Maher; de Kruif, Renee E. L.; McWilliam, R. A.
Pages: 14
Publication Date: August 2000
Notes: Paper presented at the Annual Convention of the American Psychological Association (108th, Washington, DC, August 2000).
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: R307F70099
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Numerical/Quantitative Data (110); Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; North Carolina

Noting that there is little information available about how child and teacher characteristics are related to child engagement behaviors, this study examined the effects of child characteristics on observed engagement in early childhood settings, and the interaction effects of child characteristics and teacher interaction behaviors on observed engagement. Participating in the study were 71 children and 40 lead teachers selected from 40 classrooms at 17 child care centers. Approximately half were female; half were racial or ethnic minorities. All the teachers were female. Of interest for this study were parent ratings of child engagement in two areas (competence and persistence) and personality and competence in three areas (attention, behavior modulation, and verbal/emotional expressiveness). Teachers were rated for their quality of redirective, elaborative, and nonelaborative interactive behaviors and the quality of their affect. Children's engagement level (sophisticated, differentiated, focused attention, unsophisticated, nonengagement) was based on observations during 15-minute observation sessions. The findings of the study suggest that nonelaboratives such as praising or introducing should not be used excessively with attentive and active children. Some engagement levels (sophisticated, differentiated, nonengagement) are susceptible to treatment-by-aptitude effects, others are not (differentiated, unsophisticated). Some teacher interaction behaviors are equally effective (affect) or ineffective (redirectives) regardless of child characteristics. Active and emotionally expressive children are likely to spend time in sophisticated engagement, regardless of teacher interaction. (Contains 12 references.) (KB)

Descriptors: Attention; Child Behavior; Competence; Persistence; Personality; *Preschool Children; Preschool Education; *Preschool Teachers; *Student Characteristics; *Teacher Characteristics; *Teacher Student Relationship
Identifiers: *Student Engagement

ED444713 PS028792
Title: The 1999 National Survey of Child Development Associates (CDAs).
Author(s): Bredekamp, Sue; Bailey, Caryn T.; Sadler, Allen
Author Affiliation: Council for Professional Recognition, Washington, DC. (BBB36045)
Pages: 9
Publication Date: June 29, 2000
Notes: Paper presented at the Head Start National Research Conference (5th, Washington, DC, June 28-July 1, 2000).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; District of Columbia

The Child Development Associate (CDA) National Credentialing Program is a national system to improve the professional competence of early childhood teaching staff. This report presents the findings of the 1999 national survey to assess the impact of credentialing on individuals' careers and professional development. A sample of 4,993 CDAs was randomly selected from those credentialed in five selected years (1998, 1997, 1996, 1993, 1989), yielding three groups for comparison: (1) recently credentialed; (2) mid-level; and (3) veteran. The response rate was approximately 20 percent. The major findings indicate that half the respondents received the CDA between 26 and 40 years of age. Respondents were more diverse with regard to race/ethnicity than the U.S. population as a whole. Thirty percent had been Head Start parents. Over 40 percent had some college education at time of credentialing, with all groups tending to attain degrees after credentialing. There was an increase in the percentage who were teachers or held supervisory positions between the time of credentialing and the survey. Increases in salary over time were reported by all groups. Most respondents reported receiving training through coursework, pre- or inservice training, and continuing education units. Over 60 percent reported not having to pay for any portion of their CDA training, with the percentage receiving financial support decreasing over the past 10 years. Changes directly linked to credentialing were most often increased salary or promotions. Seventy-seven percent of veterans were still in early childhood education, compared to 81 percent of mid-level group, and 90 percent of new CDAs. (KB)

Descriptors: *Child Caregivers; Comparative Analysis; *Credentials; *Early Childhood Education; National Surveys; *Preschool Teachers; Professional Development; Staff Development; Teacher Qualifications
Identifiers: *CDA; *Child Development Associate; Project Head Start

ED447920 PS029014
Title: Center Caregivers and Family Child Care Providers Are Different: Training Profiles and Preferences.
Author(s): Dunn, Loraine; Tabor, Susan
Pages: 8
Publication Date: April 2000
Notes: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Oklahoma

This study sought to determine if family child care providers and center caregivers: (1) seek training for different reasons; (2) hold varying opinions regarding the best source of training according to content area; (3) demonstrate differences in training content obtained; and (4) use different training sources for a variety of training topics. Data were gathered from a mailed survey of licensed family child care and day care center providers in a Midwestern state. Findings indicated differences between family providers and center caregivers. Family providers value and depend more upon resource and referral agencies than do center caregivers; conferences, inservice training, and college courses were consistently preferred by center caregivers. Also center caregivers were more likely to have received training in a variety of content areas than were family providers. (Includes 4 data tables. Contains 12 references.) (EV)

Descriptors: *Caregiver Attitudes; *Child Caregivers; Comparative Analysis; Day Care; *Day Care Centers; Early Childhood Education; *Family Day Care; Motivation; Professional Development; *Training
Identifiers: Caregiver Qualifications; *Caregiver Training

ED450881 PS029214
Title: Relationship between Teachers' Use of Reflection and Other Selected Variables and Preschool Teachers' Engagement in Developmentally Appropriate Practice.
Author(s): Hao, Yi
Pages: 17
Publication Date: 2000
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143)
Geographic Source: U.S.; Illinois

Helping teachers move toward more developmentally appropriate practice in classrooms for young children is a major goal of the early childhood educational profession. However, little is known about factors likely to result in more developmentally appropriate practice (DAP). This study examined the relationship between preschool teachers' engagement in developmentally appropriate practice and teachers' education/academic background, content of their early childhood teacher training, supervised practical experiences, years of employment in child care/education, and perceptions of reflective practices and the most predictive combination of the above variables in meeting NAEYC standards. The sample consisted of 64 teachers of 3-, 4-, and 5-year-olds from 20 licensed child care centers in western New York. The data included teacher scores on the Teacher Information Report and Reflective Teaching Instrument and the scores of teachers' classroom practices as measured by the NAEYC Classroom Observation Scale. Correlation of all identified variables listed above with the dependent variable of DAP were tested using the Pearson-Product moment correlation coefficient. Forward multiple regression procedures were used to determine which of the variables and which combination of those identified predictors contributed most extensively to DAP scores. Findings indicated that teachers' use of reflection, amount of supervised experiences, and content of early childhood teacher training were significantly related to DAP ratings. Among the three predictor variables, teachers' use of reflective teaching was the strongest predictor of DAP. The combination of teachers' use of reflection with the amount of supervised experience maximized the prediction of greater DAP. (Contains 28 references.) (Author/KB)

Descriptors: Child Caregivers; *Developmentally Appropriate Practices; Predictor Variables; *Preschool Education; *Preschool Teachers; *Reflective Teaching; Teacher Qualifications

EJ611831 PS530783
Title: Teachers' Beliefs: The "Whys" behind the "How Tos" in Child Care Classrooms.
Author(s): Cassidy, Deborah J.; Lawrence, Jennifer M.
Source: Journal of Research in Childhood Education, v14 n2 p193-204 Spr-Sum 2000
Publication Date: 2000
ISSN: 0256-8543
Document Type: Journal articles (080); Reports--Research (143)

Examined 12 child caregivers' ability to articulate their beliefs concerning teacher practice, and personal and professional influences related to those beliefs. Found that 33 percent of teachers' rationales focused on children's socio-emotional development, 10 percent on cognitive development, and 6 percent on language development. Teachers with 4-year degrees provided twice as many cognitively-focused rationales as teachers with less education. (Author/KB)

Descriptors: *Beliefs; *Caregiver Attitudes; Caregiver Child Relationship; *Child Caregivers; Comparative Analysis; *Day Care; Early Childhood Education; *Influences; Interviews; Preschool Teachers; Teacher Attitudes; Teacher Qualifications; Teacher Student Relationship

EJ610271 PS530716
Title: The "Degree" of Instructor Education and Child Outcomes in Junior Kindergarten: A Comparison of Certificated Teachers and Early Childhood Educators.
Author(s): Coplan, Robert J.; Wichmann, Cherami; Lagace-Seguin, Daniel G.; Rachlis, Lorne M.; McVey, Marianna K.
Source: Journal of Research in Childhood Education, v14 n1 p78-90 Fall-Win 1999
Publication Date: 1999
ISSN: 0256-8543
Document Type: Journal articles (080); Reports--Research (143)

Explored differences in the social and cognitive development of 4-year-olds in junior kindergarten taught by differentially educated instructors. Found that children taught by early childhood educators with 2-year college degrees in early childhood education and those taught by teachers with a university teaching certificate did not differ in social and cognitive skills. Findings pose conceptual and policy implications. (Author/KB)

Descriptors: *Cognitive Development; Comparative Analysis; Computation; *Interpersonal Competence; *Preschool Children; Preschool Education; *Preschool Teachers; Teacher Background; *Teacher Certification; *Teacher Qualifications; Vocabulary Skills

EJ610260 PS530570
Title: Characteristics of Teachers Who Talk the DAP Talk and Walk the DAP Walk.
Author(s): McMullen, Mary Benson
Source: Journal of Research in Childhood Education, v13 n2 p216-230 Spr-Sum 1999
Publication Date: 1999
ISSN: 0256-8543
Document Type: Journal articles (080); Reports--Research (143)

Investigated the characteristics of early childhood education teachers who both state a belief in developmentally appropriate practices and engage in these practices in their classrooms. Found that beliefs were strongly correlated with practice, and were related to high personal teaching efficacy and internal locus of control, academic background, and experience in preschool education. (JPB)

Descriptors: *Developmentally Appropriate Practices; Early Childhood Education; *Preschool Teachers; *Primary Education; Teacher Attitudes; *Teacher Characteristics; Teacher Education

EJ610250 PS530560
Title: Pathways to Quality in Head Start, Public School, and Private Nonprofit Early Childhood Programs.
Author(s): Epstein, Ann S.
Source: Journal of Research in Childhood Education, v13 n2 p101-19 Spr-Sum 1999
Publication Date: 1999
ISSN: 0256-8543
Document Type: Journal articles (080); Reports--Research (143)

Examined differences in teacher qualifications, inservice training, program quality, and children's development in Head Start, public school, and private nonprofit early childhood classrooms. More formal education for public school teachers was offset by better inservice training for Head Start teachers, as programs achieved equal levels of quality. (JPB)

Descriptors: *Child Development Centers; Early Childhood Education; Educational Quality; *Inservice Teacher Education; *Preschool Teachers; *Program Effectiveness; Public School Teachers; *Teacher Education
Identifiers: Project Head Start

ED441605 PS028621
Title: Early Childhood Teacher Education Licensure Patterns and Curriculum Guidelines: A State by State Analysis.
Author(s): McCarthy, Jan; Cruz, Josue; Ratcliff, Nancy
Author Affiliation: Council for Professional Recognition, Washington, DC. (BBB36045)
Pages: 68
Publication Date: 1999
Notes: Some color figures may not reproduce adequately.
Available from: EDRS Price MF01/PC03 Plus Postage.
Availability: Council for Professional Recognition, 2460 16th Street, NW, Washington, DC 20009-3575. Tel: 800-424-4310 (Toll Free); Tel: 202-265-9090; Fax: 202-265-9161; Web site: http://www.cdacouncil.org.
Document Type: Numerical/Quantitative Data (110); Reports--Evaluative (142)
Geographic Source: U.S.; District of Columbia

One of the strongest predictors of quality programming for young children is teacher preparation. This report presents two studies: the first examining state early childhood teacher education requirements; and the second examining state curriculum guidelines for early childhood education. Section 1 of the report details the method and findings of Study 1, for which data were collected from 50 states and the District of Columbia regarding their early childhood teacher education licensure. Twelve licensure patterns are identified, based on the age ranges of the children that a teacher candidate is prepared to teach. States' regulatory specifications are examined by content area, outcomes, competencies, performance standards, and program standards. Issues and policy implications are also discussed. Section 1 concludes by asserting that although a few states have a well-defined knowledge base, performance expectations, and performance assessment for early childhood teachers, one-fifth of states do not have early childhood teacher education requirements that extend to children younger than 5 years. Seven appendices include descriptions of initiatives of the National Council for Accreditation of Teacher Education. Section 2 of the report gives an overview of state guidelines for the development and delivery of early childhood curricula. Presented in question-answer format, section 2 provides state-by-state information on how guidelines are written and organized, age/grade level requirements, application of guidelines to children in special education and gifted programs, inclusion of various subject areas, theoretical orientation for guideline development, links to developmentally appropriate practice, references to integrated curriculum, and inclusion of assessment information. Issues and policy implications are discussed. Two appendices include state guideline titles. (KB)

Descriptors: Elementary Education; Knowledge Base for Teaching; *Preschool Curriculum; Preschool Education; *Preschool Teachers; *State Regulation; State Standards; *Teacher Certification; *Teacher Education; *Teacher Education Curriculum; Teacher Qualifications
Identifiers: National Council for Accreditation of Teacher Educ

EJ593642 PS529549
Title: Concepts of Science in the Early Years: Teachers' Perceptions towards a "Transformational Field."
Author(s): Tsitouridou, Melpomeni.
Source: European Early Childhood Education Research Journal, v7 n1 p83-93 1999
Publication Date: 1999
ISSN: 1350-293X
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJAPR2000

Explored teachers' and student teachers' views of the framework of educational training in the area of science in early-childhood education. Found that scientific training was necessary to support the preschool curriculum; teachers have different tendencies in regard to scientific knowledge; and the cohesion between content knowledge and pedagogical processes is flexible and encourages flexibility in teacher perceptions. (LBT)

Descriptors: Early Childhood Education; Higher Education; Knowledge Base for Teaching; Preschool Curriculum; Preschool Teachers; *Science Education; *Student Attitudes; Student Teachers; *Teacher Attitudes; *Teacher Education
Identifiers: Science Skills

ED423987 PS026938
Title: Teacher Beliefs and Classroom Structure as Influences on Head Start Classroom Quality.
Author(s): Abbott-Shim, Martha; Lambert, Richard; McCarty, Frances
Pages: 11
Publication Date: July 1998
Notes: Paper presented at the National Head Start Research Conference (4th, Washington, DC, July 19-12, 1998).
Sponsoring Agency: Administration for Children, Youth, and Families (DHHS), Washington, DC. (BBB19384)
Contract No: 90YD0016/02
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Georgia

This study investigated the characteristics and beliefs of Head Start teachers and teacher aides and the classroom structural dimensions that are associated with Head Start classroom quality. The quality of classroom teaching practices was assessed using the Assessment Profile for Early Childhood Programs: Research Version. Teachers completed the Teacher Beliefs Scale and Instructional Activities Scale. The results provide strong support for previous research demonstrating that teacher's education and the classroom structure (including child to adult ratio and class size) are related to classroom quality for Head Start. The lack of relationship in the expected direction between teacher beliefs and educational level or years experience suggests that other factors have more influence over the beliefs of Head Start staff with regard to developmentally appropriate practices. Findings suggest that staff development training, management climate, local traditions of quality, and the informal influences that staff have on each other may be stronger determinants of teacher beliefs than formal education and experience. (JPB)

Descriptors: At Risk Persons; Classroom Environment; Educational Assessment; *Educational Quality; Preschool Education; *Preschool Teachers; Teacher Aides; *Teacher Attitudes; Teacher Background; *Teacher Characteristics; Teacher Education; *Teacher Effectiveness; Teacher Evaluation
Identifiers: *Project Head Start

ED421211 PS026624
Title: Which Counts More for Excellence in Childcare Staff: Years in Service, Education Level or ECE Coursework?
Author(s): Honig, Alice Sterling; Hirallal, Andrea
Pages: 39
Publication Date: June 1998
Notes: Paper presented at the Annual Quality Infant/Toddler Caregiving Workshop (22nd, Syracuse, NY, June 15-19, 1998).
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; New York

A sample of 81 caregivers in 24 urban centers was observed in interactions with preschool children ages 3 to 5. Observation centered on the domains of positive and negative socioemotional inputs, language facilitation, concept promotion, and caregiving and cleaning up (of children and of environment). The teachers provided responses to questions about their number of years of formal schooling, years in child care, years at the same center, own parenting status, and how many ECE/CD (early childhood education and child development) courses and workshops they had ever taken. Hierarchical stepwise regressions and ANOVAs showed the importance of ECE/CD training. When all positive teacher interactions tallied in the classroom were combined, ECE/CD training accounted for over 62 percent of the variance in teacher inputs. Results suggested that when interviewing candidates for child care positions, directors need to verify a candidate's prior ECE/CD training, along with providing supports for staff to obtain ongoing ECE/CD coursework to ensure high quality child care. (Contains 32 references.) (Author/EV)

Descriptors: *Caregiver Child Relationship; *Child Caregivers; Day Care; Day Care Centers; Early Childhood Education; Interaction; *Teacher Background; Teacher Characteristics; Teacher Student Relationship; *Teaching Experience; *Training
Identifiers: *Caregiver Qualifications; Caregiver Training; *Day Care Quality

ED417819 PS026379
Title: Early Childhood Caregivers' Perceptions of Child Care Availability and Quality: The Influence of Education, Training, and Experience.
Author(s): Buhrman, Audrey K.; Sell, Marie A.
Pages: 8
Publication Date: October 1997
Notes: Paper presented at the Annual Fall Convention of the Tennessee Association of School Psychologists (Chattanooga, TN, October, 1997).
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Tennessee

This study examined early childhood caregivers' perceptions of the availability and quality of child care and examined the extent to which caregiver knowledge, training, experience, and motivation predicted judgments of quality and availability. Surveys were mailed to 292 licensed and registered family day care providers in Shelby County, Tennessee (with a 10 percent return rate) and 290 caregivers at 19 licensed day care centers randomly selected from all centers in Shelby County (with a 19 percent return). Results indicated that caregivers with more experiences related to child care and more child care training rated the quality of child care higher than those with less experience. Caregivers with more training perceived child care to be more available. Knowledge and motivation variables did not predict perceptions of quality or availability. Knowledge was positively correlated with training. Caregivers in home care settings were less motivated than those in day care settings to read relevant materials on their own and were less interested in receiving continuing education. (KB)

Descriptors: *Child Caregivers; *Day Care; Early Childhood Education; *Family Day Care; Motivation; Predictor Variables; Professional Development
Identifiers: Availability (Programs and Services); *Caregiver Attitudes; Caregiver Qualifications; Caregiver Training; Day Care Quality; Tennessee

ED406015 PS025233
Title: Children's Day Care Experiences: Differences by Age, Gender, and Type of Program.
Author(s): Clawson, Mellisa A.
Pages: 20
Publication Date: April 1997
Notes: Paper presented at the Biennial Meeting of the Society for Research in Child Development (62nd, Washington, DC, April 3-6, 1997). For a related paper, see PS 025 232.
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; New York

This study examined how children's experience of regulatable quality and teacher-child interaction differs between nonprofit and for-profit day care settings. Gender and age differences in children's day care experiences were also explored. Assessments of regulatable quality and teacher-child interaction were conducted in three for-profit and two nonprofit centers serving, respectively, 122 and 72 children age 36 to 71 months. Data collection included classroom observations and teacher interviews. Regulatable quality variables included teacher-child ratio, class size, and teacher qualifications. Teacher-child interaction was assessed with respect to rate, content, and affective tone. Results indicated that: (1) older children experienced day care environments of higher quality in terms of both regulatable features and teacher-child interaction; (2) boys' environments were less optimal than girls' with respect to teacher-child interaction; and (3) nonprofit centers had higher levels of regulatable quality and positive, meaningful teacher-child interactions compared to for-profit centers. (Contains 24 references.) (Author/KDFB)

Descriptors: *Age Differences; Caregiver Child Relationship; Child Caregivers; Class Size; Comparative Analysis; Day Care; *Day Care Centers; Interviews; *Nonprofit Organizations; Observation; *Preschool Children; Preschool Education; *Sex Differences; Teacher Qualifications; Teacher Student Ratio; Teacher Student Relationship
Identifiers: *Day Care Quality

ED406014 PS025232
Title: Contributions of Regulatable Quality and Teacher-Child Interaction to Children's Attachment Security with Day Care Teachers.
Author(s): Clawson, Mellisa A.
Pages: 18
Publication Date: April 1997
Notes: Paper presented at the Biennial Meeting of the Society for Research in Child Development (62nd, Washington, DC, April 3-6, 1997). For a related paper, see PS 025 233.
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; New York

This study examined regulatable quality and teacher-child interaction and, their influences on the quality of the attachment relationship developed by preschool children with their day care teachers. Observation and interview procedures were completed in 12 classrooms serving 194 preschoolers. Regulatable quality variables included teacher-child ratio, class size, and teacher qualifications. Teacher-child interaction was assessed with respect to rate, content (traditional, socially-oriented, or control/disciplinary style), and affective tone. Results indicated that class size and teacher-child ratio were especially variable, because classes were often combined for joint activities or were divided into small groups. Negative teacher affect occurred infrequently, but flat emotional tone was not uncommon. Controlling for child age, it was found that class size was negatively related to teacher-child ratio and teacher qualifications, and teacher-child ratio was positively related to teacher qualifications. The rate of teacher-child interaction was positively related to traditional and socially-oriented interactions. Control interactions were related to negative and neutral teacher affect, and negatively related to positive teacher affect. Class size was negatively related to interaction rate and traditional- and socially-oriented interactions. Teacher-child ratio was related to interaction rate and traditional interaction. Children's attachment security scores were negatively associated with neutral teacher affect and control interaction. The composite variables of quality and teacher-child interaction, formed from the results of a principle components analysis, were used in multiple regression analyses. Tentative support was found for paths between: (1) low quality teacher-child interaction and children's insecurity in the teacher-child relationship; and (2) regulatable quality and high quality teacher-child interaction. (Contains 21 references.) (KDFB)

Descriptors: *Attachment Behavior; Caregiver Child Relationship; Child Caregivers; Class Size; Day Care; *Day Care Centers; Factor Analysis; Interviews; Observation; *Preschool Children; Preschool Education; Regression (Statistics); Teacher Qualifications; Teacher Student Ratio; *Teacher Student Relationship
Identifiers: *Day Care Quality; *Security of Attachment

EJ561596 PS527523
Title: The Prediction of Process Quality from Structural Features of Child Care.
Author(s): Phillipsen, Leslie C.; Burchinal, Margaret R.; Howes, Carollee; Cryer, Debby
Source: Early Childhood Research Quarterly, v12 n3 p281-303 1997
Publication Date: 1997
ISSN: 0885-2006
Document Type: Journal articles (080); Reports--Research (143)

This study examined the structure of child care classrooms and centers to predict process quality. Costs and quality of early childhood center-based care in four states with varying levels of regulation were analyzed to identify characteristics of the teacher, classroom, director, and center related to child care quality. Findings suggest the need for stricter regulations and modified budgets. (TJQ)

Descriptors: Budgeting; *Day Care Centers; Early Childhood Education; *Educational Quality; Program Evaluation; *State Regulation; Teacher Influence; *Teacher Qualifications; Teacher Salaries; Teaching Experience
Identifiers: *Day Care Quality; Program Characteristics

EJ557298 JC507942
Title: The Professional Experiences and Continued Education of Associate Degree Early Childhood Graduates in Ohio.
Author(s): Schulte, ReJean
Source: Michigan Community College Journal: Research & Practice, v3 n2 p69-78 Fall 1997
Publication Date: 1997
ISSN: 1081-9428
Document Type: Journal articles (080); Reports--Research (143)

Discusses methodology and results of a study of Ohio graduates who earned associate degrees in early childhood education between 1987-1995. The study examines their professional experiences, continued education, and status compared with the National Association for Education of Young Children professional development model. (14 citations) (YKH)

Descriptors: Alumni; Associate Degrees; Community Colleges; Comparative Analysis; Continuing Education; *Early Childhood Education; Employment Level; Graduate Surveys; Job Satisfaction; *Outcomes of Education; Professional Development; Research Methodology; *Teacher Attitudes; *Teacher Education; *Teaching (Occupation); Two Year Colleges; Vocational Followup
Identifiers: National Association Educ of Young Children

EJ552779 PS527112
Title: Conditions of Caregiving, Provider Nurturance and Quality Care.
Author(s): Austin, Ann M. Berghout; Lindauer, Shelley L. Knudsen; Rodriguez, Ariel; Norton, Maria L.; Nelson, Farol A. Groutage
Source: Early Child Development and Care, v135 p21-33 Aug 1997
Publication Date: 1997
Notes: Special Issue on: "Contexts in Child Care."
ISSN: 0300-4430
Document Type: Journal articles (080); Reports--Research (143)

Examined relationships of child care provider education, presence of children from economically strained homes, and program structure to providers' self-perception, nurturance, and caregiving conditions in 36 licensed family day care homes. Found that when provider self-perceptions were high, but day care clients experienced economic strain, the program structure involved fewer enrichment activities. (Author/KB)

Descriptors: At Risk Persons; *Caregiver Child Relationship; Child Caregivers; *Day Care; Economic Status; Family Characteristics; Family Day Care; *Infants; Socioeconomic Status; *Toddlers
Identifiers: *Caregiver Attitudes; Caregiver Behavior; Caregiver Qualifications; *
Day Care Quality; Professional Identity

EJ552761 PS527094
Title: The Selection and Preparation of Early Childhood Teachers: Perceptions of Employers and Teachers.
Author(s): Rodd, Jillian
Source: Early Child Development and Care, v130 p99-110 Mar 1997
Publication Date: 1997
ISSN: 0300-4430
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJMAR1998

Studied perceptions of early childhood teachers and employers regarding early childhood teacher education. Found that previous experience with, attitudes toward, and understanding of children and entry qualifications were weighted higher than age and gender for teacher selection. Lectures, group discussion, direct experience with children, and planning and implementing curricula were regarded as most effective teaching methods and experiences. (Author/KB)

Descriptors: Administrator Attitudes; *Early Childhood Education; Employer Attitudes; Higher Education; Preschool Education; *Teacher Attitudes; Teacher Characteristics; *Teacher Education; *Teacher Education Programs; Teacher Qualifications; Teaching (Occupation); Teaching Methods