Executive Summary: Early Childhood Teacher Certification

A position statement of the
National Association of Early Childhood Specialists in State Departments
of Education (NAECS/SDE)
and the
National Association of Early Childhood
Teacher Educators (NAECTE)

 

The NAECS/SDE and NAECTE have prepared this Summary of recommendations about early childhood teacher education. This Summary supports and builds upon the joint position statement of the National Association for the Education of Young Children (NAEYC) and the Association for Teacher Education (ATE). We believe that there is an urgent need for legislative and policy support of initial early childhood teacher and administrator preparation in order to:

• provide young children with educators who are well prepared;
• help meet the standards for early childhood teacher certification established by the National Association for the Education of Young Children and the Association of Teacher Educators (1991);
• create and maintain high quality early childhood educator preparation programs in college and universities; and
• provide opportunities for related career advancement for Head Start and child care personnel.

The focus of this Executive Summary is on early childhood teachers who are employed in programs that require the bachelor's degree and state certification. These teachers currently work within a context of alternative routes to teaching in early childhood that include various forms of career ladders and differentiated staffing.

The National Association of Early Childhood Teacher Educators and the National Association of Early Childhood Specialists in State Departments of Education support the following principles:

• Early childhood teachers of children from birth through eight years of age need a baccalaureate education and specialized professional preparation.
• All states in the United States need an early childhood teacher certificate for new teachers separate from elementary or secondary teacher certification.
• It is essential that the initial professional preparation of building principals and school district administrators include study and experiences to initiate and support early childhood teachers and programs.

Bibliography and Selected References deal with research about the value of early childhood teacher certification.

National Association of Early Childhood Specialists in State Departments of Education
and the
National Association of Early Childhood Teacher Educators

Early Childhood Baccalaureate Teacher Certification Standards

SUMMARY

Our organizations recognize the following FINDINGS: Young children are more likely to have an effective education when taught by teachers who have had spAugust 20, 2007tion settings. (Arnett, 1989; Ruopp, Travers, Glantz, & Coelen, 1979; Schweinhart, Koshel, & Bridgman, 1987; Warger, 1988; Whitebook, Howes & Phillips, 1989) Gains associated with programs using specially prepared early childhood teachers who intervene with low-income young children show that government receives as high as $6.00 worth of benefits for every $1.00 spent on early education, because there is less retention, there are fewer special education placements, and less juvenile delinquency. (Lazar, et. al., 1982; Schweinhart, Weikart, & Larner, 1986) There are proven United States college and university programs that provide usable models to prepare early childhood teachers. (Goodlad, 1990; National Council for the Accreditation of Teacher Education, 1992). We support the following RECOMMENDATION: It is essential that early childhood teachers have a baccalaureate college education and specialized age appropriate professional preparation.

 

Our organizations recognize the following FINDINGS: Variability exists in states' definitions of early childhood education and early childhood teacher preparation. Standards range from minimal to comprehensive; and cover varied age ranges and different expectations of expertise. (Center for Career Development in Early Care and Education, 1992; Fromberg, 1992; McMahon, Egbert, & McCarthy, 1991) We support the following RECOMMENDATION: All states in the United States need to provide an early childhood teaching certificate (birth - 8 years), and assure accessibility to college/university programs for new teachers that lead to the kind of preparation recommended by our professional associations.

 

Our organizations recognize the following FINDINGS: Building principals significantly influence school climate and the nature of learning in schools. (Deal and Peterson, 1991; Howard, Howell, & Brainard, 1987: Rosenholtz & Simpson, 1990; Smith & Andrews, 1989) We support the following RECOMMENDATION: Building level and school district administrators need professional preparation to initiate and support early childhood teachers and programs.

 

National Association of Early Childhood Specialists in State Departments of Education
and the
National Association of Early Childhood Teacher Educators

Recommendations for Initial Certification of Early Childhood Teachers
(for Teaching Children Birth through Eight Years of Age)

SUMMARY

BACHELOR'S DEGREE, including the following:

* Liberal Arts Studies which involve active and in-depth learning

* Specialty Studies In Education which include:

 

EDUCATIONAL CONTEXTS Multicultural family studies and involvement; Sociocultural, historical, & philosophical foundations; and Group settings of varied sponsorships HUMAN DEVELOPMENT AND ASSESSMENT Study of: Individual and group development and assessment, (including play development), within diverse sociocultural and linguistic setting and families; and Integrated study of children with special learning needs. CURRICULUM DEVELOPMENT Integrated Perspectives of Knowledge Bases: Social, Physical (Science, Logic/Mathematics), and Representational (Literacy & the Arts), including: Reflective study of a variety of instructional strategies and methods, including: observation-based approaches; working with multiple, small groups; adaptations to meet special learning needs; & related, authentic assessment. Study and practice in collaborative strategies and teaming for work with children, families, and other colleagues, including those who work with children of different ages. GUIDED PRACTICE IN FULL TIME STUDENT TEACHING Placements in both primary and preprimary setting that are exemplary and accredited. Field placements that also include family study settings and accredited, exemplary infant/toddler settings are corequisite with all preceding specialty studies.

Recommendations for Initial Certification of Building Principals

* Study of the early childhood teachers' knowledge bases, above
* Teaching experience with early childhood or elementary children;
Inservice on early childhood education

 

POLICY MAKERS AND OTHERS CAN:

• DRAFT AND SUPPORT POLICIES THAT INCLUDE THESE RECOMMENDATIONS.
• COMMUNICATE THE NECESSITY FOR EARLY CHILDHOOD TEACHER CERTIFICATION TO LOCAL
• EDUCATORS, LEGISLATORS, AND POLICY MAKERS.
• FIND ADDITIONAL MATERIALS AND RESOURCE PEOPLE IN YOUR REGION.
  (Contact: NAECTE, 60 Arleigh Rd., Great Neck, NY 11021)

BIBLIOGRAPHY

 Association of Teacher Educators and the National Association for the Education of Young Children (1991). Early childhood teacher certification. Young Children, 47, (l), 16-21.

Arnett, J. (1987). Caregivers in day care centers: Does training Matter? Journal of Applied Developmental Psychology, 10, 541 - 552.

Center for Career Development in Early Care and Education (in press, 1992). The state of the states report. Boston, MA: Wheelock College.

Deal, T.E., & Peterson, K.D. (1991). the principals' role in shaping school culture. Washington, DC: United States Government Printing Office.

Fromberg, D.P. (1992). Certification of early childhood teachers. In L.R. Williams & D.P. Fromberg (Eds.)., The encyclopedia of early childhood education, pp. 470 - 472. New York: Garland.

Goodlad, J. (1990). Teachers for our nation's schools. San Francisco: Jossey - Bass.

Howard, E., Howell, B., & Brainard, E. (1987). Handbook for conducting school climate improvement projects. Bloomington, IN: Phi Delta Kappa.

Lazar, I., Darlington, R., Murray, H., Royce, J., & Snipper, A. (1982). Lasting effects of early education: A report from the Consortium for Longitudinal Studies. Monographs of the Society for Research in Child Development, 47, (2 - 3), 1 - 151.

McMahon, E.M., Egbert, R.L., & McCarthy, J. (1991). Early childhood education: State policy and practice. Washington, DC: American Association of Colleges for Teacher Education.

National Council for the Accreditation of Teacher Education (1992). 38th annual guide to accredited education programs/units. Washington, DC: Author.

Rosenhotz, S.J., & Simpson, C., (1990, October). Workplace conditions and the rise and fall of teachers' commitment. Sociology of Education, 63, 241 - 247.

Ruopp, R., Travers, J., Glantz, F., & Coelen, C. (1979). Children at the center: Summary findings and their implications. Cambridge, MA: Abt.

Rust, F., O'C. (1993). Changing teaching, changing schools: Bringing early childhood practice into public education, New York: Teachers College Press.

Schweinhart, L.J., Koshel, J.J., & Bridgman, A., (1987). Policy options for preschool programs. Phi Delta Kappan, 68,527.

Schweinhart, L.J., Weikart, D.P., & Lamer, M.B. (1986). Consequences of three preschool models through age 15. Early childhood Research Quarterly, 1, (1), 15 - 45.

Smith, W.F., & Andrews, R.L. (1989). Instructional leadership: How principals make a difference. Alexandria, VA: Association for Supervision and Curriculum Development.

Warger C. (Ed.). (1988).. A resource guide to public school early childhood programs. Alexandria, VA: Association for Supervision and Curriculum Development.

Whitebook, M., Howes, C., & Phillips, D. (1990). Who cares? Child care teachers and the quality of care in America. Final report of the National Child Care Staffing Study. Oakland, CA: Child Care Employee Project.