ERIC Number: EJ811446
Record Type: Journal
Publication Date: 2008-Jan
Abstractor: As Provided
Reference Count: 13
Highly Qualified Kindergarten Teachers: Have They Been Left Behind?
Marxen, Carol E.; Ofstedal, Kathy; Danbom, Karen
Journal of Early Childhood Teacher Education, v29 n1 p81-88 Jan 2008
The No Child Left Behind (NCLB) legislation has increased the academic expectations for kindergarten children. Where kindergarten was once a place for children to learn to socialize through play, many kindergarten classrooms have become replicas of first grade with children sitting at desks completing worksheets, learning to sound out words, and memorizing sight words. And, where once kindergarten teachers were educated with an emphasis on child development, the NCLB requirement of highly qualified teachers shifted state licensing requirements to majoring in subject areas. In many teacher education programs, the change moved the preparation of kindergarten teachers out of early childhood teacher education programs into elementary/middle school programs. This article identifies the characteristics of highly qualified kindergarten teachers, summarizes state credential requirements for kindergarten teachers, shares a research study on the education of kindergarten teachers in one state, and suggests an action plan to make sure we have highly qualified kindergarten teachers for our kindergarten children.
Descriptors: Teacher Education Programs, Federal Legislation, Kindergarten, Grade 1, Child Development, Teacher Effectiveness, Teacher Characteristics, Teacher Qualifications, Preschool Teachers
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001