Details

Autor(en) / Beteiligte

• Early, Diane M
• u.a

Titel

Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs

Ist Teil von

• Child development, 2007-03, Vol.78 (2), p.558-580

Ort / Verlag

Malden, USA: Blackwell Publishing Inc

Erscheinungsjahr

2007

Quelle

Applied Social Sciences Index & Abstracts (ASSIA)

Beschreibungen/Notizen

• In an effort to provide high-quality preschool education, policymakers are increasingly requiring public pre-school teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.