The history of the training and education of early childhood teachers, from the beginnings of their profession in the 19th century to the present, is reflective of the diverse and complex historical, political, and economic forces that have shaped the development of child care in this country. Early training followed an apprenticeship model, but as the number of training schools grew the curriculum became more formal and specialized in the late 19th and early 20th century, with many normal schools and colleges offering such training alone or in conjunction with primary education programs. The economic depression of the 1930s and the Second World War both contributed to increasing the number of women in the work force, and Project Head Start, introduced in the 1960s, led to greater government involvement in and sponsoring of child care and early childhood programs. Education programs for early childhood teachers in recent decades have focused on non-degree certificate programs, two-year associate degrees, or four-year baccalaureate programs for the preparation of teachers and specialists. Certification and credentialling standards vary considerably from state to state, and specific indicators of qualified staff have been hampered by a lack of general agreement on the role of the early childhood teacher, either as custodial care provider or preschool educator. Contains 87 references. (MDM)