Organizational Behavior

Organizational Behavior

Summary Paper

Abstract

Standards of professional preparation for early childhood programs at colleges and universities across the country represent a comprehensive vision for what early childhood professionals should know and be able to do at various points along the path of professional development. The standards require skills and depth of knowledge commensurate with each level of development, yet across levels they promote common values and themes, such an emphasis on outcomes, professionalism, and balanced attention to knowledge, skills and dispositions.

High-quality early education programs give young children a foundation for success in school and beyond, but unfortunately there are not enough high-quality programs available. A crucial step in raising the quality of programs for all young children is improving the preparation of early childhood teachers. The focus on teacher preparation is also an essential part and comprehensive approach to improving the quality of early childhood education. The other parts include raising standards for early childhood programs, improving the practices of teachers, and enhancing approaches to early childhood curriculum content and assessment.

The Problem

To improve the quality and performance of teachers throughout the state of Georgia, the childcare licensing board Bright From the Start has incorporated a statewide requirement stating that all teachers working in a child development setting show that they are working on or have an Associate’s Degree in Early Childhood Education for assistant teachers, and lead teachers have a Bachelor’s degree in Early Childhood Education or a related degree with a Child Development Associate (CDA) certification by Fall 2010. To help incorporate this plan into action the education departments at Georgia State University (GSU) and Emory University have started “Birth through Three” programs. The Birth through three programs “prepares teachers and...