What Are We Teaching the Teachers? Child Development Curricula in US Higher Education

Autor/inn/en	Buettner, Cynthia K.; Hur, Eun Hye; Jeon, Lieny; Andrews, David W.
Titel	What Are We Teaching the Teachers? Child Development Curricula in US Higher Education
Quelle	In: Child & Youth Care Forum, 45 (2016) 1, S.155-175 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-015-9323-0
Schlagwörter	Early Childhood Education; Preschool Teachers; Teacher Education Programs; Teacher Competencies; Curriculum; Academic Standards; Bachelors Degrees; Associate Degrees; Child Development; Classroom Techniques; Family (Sociological Unit); Community; Teaching Methods; Evaluation Methods; Professional Identity; Social Development; Emotional Development; Required Courses; Online Surveys + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrkunst; Curricula; Lehrplan; Rahmenplan; 'Bachelor''s degrees'; Bachelor-Studiengang; Kindesentwicklung; Klassenführung; Familie; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Entwicklung; Gefühlsbildung; Pflichtkurs
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01