- Mechanisms for ensuring quality in
the early care and education workforce include requirements for credentials,
evaluation of the quality of an educator’s practice, and accreditation and
quality improvement efforts targeted at preparation programs, especially for
the early childhood (B–5) workforce.
- Requirements for becoming an
educator at any point along the B–8 continuum vary widely, depending on what
agency or institution has jurisdiction or authority to set qualification
requirements; who administers both required and voluntary qualifications; and
the education role, practice setting, and age range of children served.
- The design, scale, and intentions
of research studies vary greatly when it comes to examining whether B–5 educators,
similar to elementary grade teachers, should have bachelor’s degrees. As a
result, determining the required degree level for early childhood educators has
become a contentious issue, even though similar inconsistencies and challenges
exist in the research literature on teacher qualifications for K–12 educators.
- By itself a degree or a specialization in early childhood education
is not a guarantee of better instruction or improved child outcomes for
- The importance of administrative leadership in B–8 settings is amplified by the complexity of learning and development, the extensive science of early learning and development, and the importance of early learning environments.