In the United States the requirements for teachers of children prior to public school entry age vary from state to state.  Many do not have post-secondary education, much less certification of any kind that requires courses even in child development. 

     In the state of South Dakota, teachers are not required to have any specific training in working with young children and family child care (caring for children in one’s home) does not even need a registration permit and so is not under the guidelines of any agency or government control until there are at least thirteen children.

     The governing board of the National Association for the Education of Young Children (NAEYC) adopted a Call for Excellence in Early Childhood Education in July of 2000.  One of the four principles was that “All children deserve access to a safe and affordable, high-quality early childhood education that includes a developmentally appropriate curriculum, knowledgeable and well-trained program staff and educators” (NAEYC, 2001).

     On January 8, 2002, President Bush signed into law the ESEA or the Elementary and Secondary Education Act, what Congress called the “No Child Left Behind Act”. One part of the bill said all teachers are “highly qualified” and are “receiving high-quality professional development” (Section 1119).  Does our country believe that children ages birth through five deserve this same consideration? 

      Brain research has shown that children’s brains are developing at a rapid rate before they enter the formal school years.  It was discovered with the use of the P.E.T. scan or brain imaging technology that we can literally watch learning happen. (Abbot, Ryan, 1999).  Children construct knowledge “actively, integrating new concepts and ideas into their existing ideas”. There is no question that the environment in which a child is in has a powerful impact on how the child develops and what the child learns. (National Research Council). Can the United States leave this important time of development up to chance and have our young children in the care and guidance of the least trained and lowest paid in our nation?  Should they not have the advantages of being taught by quality teachers?

           The standards for teachers in grades one through twelve are established by each state and are regulated by government agencies. A state certification process is the norm.  Many states feel that education for these children, which is paid for through taxes, is not the same as programs for care and education of children ages birth through four or five (depending on when children start formal school).  The responsibility for the education and care is for parents or families to pay for and is not always under the auspices of any one area or governed by the same rules because many early childhood programs are not regarded as educational institutions. Each state decides where early childhood education will fit in their plans for education of the young. If teachers are not affiliated with public schools, many have little or no regulations concerning their educational qualifications (Kontos,Wilcox-Herzog 2001). 

      In one study it showed that some states allow individuals to teach in early childhood programs without specialized education (Phillips, Lande, & Goldberg 1990).  Research does show that education and specialized education are qualities that bring about quality programs for young children (Howes 1983). The Committee on Early Childhood Pedagogy released a report in December of 2000 that recommended that all groups of young children (age three and older) should have a teacher with a bachelor’s degree with early childhood specialization (Bowman, Donovan, Burns 2000).  It also suggested that a more “universal approach to early education through collaboration with public education” is needed. 

      What standards would be acceptable for the teachers of the youngest children in our country?  What training or education should be required?  What is the definition for an early childhood professional? What does one look like? 

     NAEYC states that professionals in early childhood “make decisions about the well-being and education of children based on three kinds of information.  The developmentally appropriate program has a teacher that understands child development and knowledge of children’s age and characteristics, the individual child’s needs, and the social and cultural contexts in which children live” (Bredekamp, Copple 1997).

     The teacher’s knowledge of children sets the stage for a quality early childhood program (Hyson, 2001).  The characteristics of children birth through age eight are developmentally different and require different curriculum and instructions.  Teachers with specialized knowledge in early childhood education understand child development and interact with children in ways that support positive learning. (Weikart, 1989) One study found that teachers with college degrees were more likely to encourage children, make suggestions to them, and promote their verbal skills. (Berk, 1985)  Another found that education was the caregiver background variable the best predicted caregiver behavior. (Whitebook, Howes, & Phillips, 1990)  Since research does show that education is linked to program quality in early childhood, it would seem logical for the states to upgrade regulations in early childhood certification.

     At this time there are many ways for teachers in early childhood to get training and education. When we compare the requirements for early childhood professionals in other countries, it seems in most cases that the United States is not as progressive in their standards or applications of programs for the young.  In Finland, parent and teachers agree on key components of quality education programs.  Communication and collaboration are the norm for schools and parents.  In Scandinavian countries, early childhood educators are required to have three years of college before they can work with young children.  Dr. James Hoot, President of the Association for Childhood Education International wrote that there should be more access to research and studies between countries to help issues and concerns in the area of early childhood.  He felt the United States was stymied because of it monolingual approach. (Hoot, 1999)  It does seem that other countries would help or at least give ideas and insight on things that have worked or not and how they have dealt with the education and care of their youngest children. 

     One comparison between the United States and the countries of France, Norway and Sweden that is interesting is the fact that traditionally the countries have supported families with young children.  The Ministry of Education in France sets down “strict rules about curriculum and teacher training but gives lots of freedom in how they use it.” They have a system that is “universal, publicly supported, and financed” and it is a “national priority”. (Jacobson 2001).  Preschools are a part of the education system in Sweden, while they are part of family policy in Norway. All three countries have national curricula though they are all different in the agencies they are under and the control that is carried out.  National policy states that in France children are required to go to preschool as early as three and sometimes even two years of age.  Teachers in all three nations are well educated.  France requires a college degree and two more years, while 60% of Sweden’s teachers have university degrees and in Norway 30% have tertiary degrees. 
 

Bowman, B., M.S. Donovan, & M.S. Burns, eds, & Committee on Early Childhood Pedagogy, National Research Council. 2000.Washington D.C. National Academy Press.

Bredekamp, S., & C. Copple, Eds. 1997. Developmentally appropriate practice in early childhood programs. Rev. ed. Washington, DC: NAEYC.
Guideline for practices – Emphasizes a continuum of teaching practices.

Johnson, J.M. (1984). Problems of prekindergarten teachers: A basis for re-examining teacher education practices. Journal of Teacher Education, 35, 33-37.

Kontos, S., C. Howes, & Galinsky. 1997. Does training make a difference to quality in family childcare? Early Childhood Research Quarterly 11: 427-45.

NAEYC. 1998. Accreditation criteria and procedures of the national Association for the education of young children.  1998 ed. Washington, DC: Authors.
Voluntary national standards for excellent early education programs.

NAEYC. 1996.  Guidelines for preparation of early childhood professionals.  Washington,D.C.: Author.
Describes what well-prepared early childhood teachers should know and be able to do, as a result of strong higher education programs.

National Education Association. (1990). Early childhood education and the public schools. Washington, DC:Author.

Phillips, D., J. Lande, & M. Goldberg. 1990. The state of childcare regulation: A comparative analysis. Early Childhood Research Quarterly 5:151-79.

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