Opening Session

Competencies and Credentials for Early Childhood Educators: What Do We Know and What Do We Need to Know?

Teachers and other providers of early care and education (ECE) are key to successful academic and social outcomes for young children. What makes the difference between effective early educators and those who are not as effective? Dr. Margaret Burchinal discusses how research from the 1990s indicated that teacher education was associated with improved quality of ECE and that a high-quality ECE experience reduced the socioeconomic status achievement gap. However, more recent research results challenge the assumption that specific levels of education (bachelors’ degree and above) consistently improve ECE quality or child outcomes. It appears that the content and quality of the degree-granting program, the subsequent pre- and in-service training provided to the educator, and the degree of support available to the educator in the ECE setting are more likely to directly contribute to improved outcomes for children. Also in this session, Dr. Robert C. Pianta discusses how teaching credentials do not necessarily reflect early childhood classroom competencies and asserts that the field should move from accepting academic degrees as evidence of classroom effectiveness to valid assessments of demonstrated practice and knowledge. He references several “real-time, ongoing, practice-focused supports” that can serve as promising models for the future.

Margaret Burchinal (PDF, 509k) | Robert C. Pianta (PDF, 110k)