Format

Send to

Choose Destination
See comment in PubMed Commons below
Child Dev. 2007 Mar-Apr;78(2):558-80.

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

Author information

1
Child Development Institute, University of North Carolina at Chapel Hill 27599, USA. diane_early@unc.edu

Abstract

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool 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.

[Indexed for MEDLINE]
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Full text links

    Icon for Wiley
    Loading ...
    Support Center