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ERIC Number: EJ1087191
Record Type: Journal
Publication Date: 2016-Feb
Pages: 21
Abstractor: As Provided
Reference Count: 95
ISBN: N/A
ISSN: ISSN-1053-1890
What Are We Teaching the Teachers? Child Development Curricula in US Higher Education
Buettner, Cynthia K.; Hur, Eun Hye; Jeon, Lieny; Andrews, David W.
Child & Youth Care Forum, v45 n1 p155-175 Feb 2016
Background: Early childhood educators are expected to provide quality education to young children based on national standards, but the extent to which these standards are incorporated into teacher education programs is not well established. Objective: The purpose of this study was to examine curriculum coverage of recommended quality standards in early childhood teacher education programs and to compare 2- and 4-year degree programs. Methods: We conducted an online survey with 175 university early childhood education program directors in the US. Results: More than 60% of the programs covered child development, program and classroom management, families and community, academic instruction and curricula, and observation and assessment in more than one entire required course. However, areas such as maintaining professionalism and promoting children's social and emotional development were less frequently covered in required courses and were discussed in only one or several class sessions. Associate programs were more likely to focus on skill development through practicum work, but were less likely than 4 year programs to require a formal student teaching experience. A few differences emerged in the curriculum content in bachelor's and associate programs. Bachelor's programs appeared to focus on "knowledge," including academic instruction and curricula and observation and assessment, and associate programs appeared to be focused on "practices," including program and classroom management. Conclusions: Findings highlight under-taught areas such as professionalism and promoting social and emotional learning and significant differences in associate and bachelor's degree programs. Additional research should be conducted on pre-service training to assure that training results in teachers who improve the quality of early childhood programs.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A