Professional development of the early childhood education teaching workforce in the United States: an overview

Rebecca E. Gomez · Sharon Lynn Kagan · Emily A. Fox

95 citations0/0 files storedProfessional Development in Education

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Early Childhood Education and Development Teacher Education and Leadership Studies Education Systems and Policies

Abstract

Resulting from a fragmented landscape of policies for and uneven investments in the early childhood education (ECE) field in the United States, the qualifications of the ECE teaching workforce are typically quite low. This article first reviews the history and status of the ECE teaching workforce in the United States, focusing on the evolution of the field, current demographic characteristics of the teaching workforce and the pathways to professional development and professional preparation of the teaching workforce. The authors then discuss the legacies of this history and policy landscape: a lack of quality, equity and sustainability. Offering a re-conceptualization of professional development within the context of systems thinking, the article concludes with a discussion of innovations and challenges with which the field contends relative to workforce development.

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References

2000From Neurons to Neighborhoods 2001From Neurons to Neighborhoods: The Science of Early Childhood Development 2016National Association for the Education of Young Children 1993Significant Benefits: The High/Scope Perry Preschool Study Through Age 27 2008Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction 2007Does training matter? A meta-analysis and review of caregiver training studies 2008Experimental Evaluation of a Preschool Language Curriculum: Influence on Children’s Expressive Language Skills 2004The State of Preschool 2008: State Preschool Yearbook.

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2016Early Childhood Inclusion in the United States 2019Re-visioning Education and Training for Child Protection Using a Public Health Approach

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