Preparing Early Childhood Teachers: Credentialing and Preparation Programs in Four States
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| Title: | Preparing Early Childhood Teachers: Credentialing and Preparation Programs in Four States |
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| Language: | English |
| Authors: | Abby Schachner, Victoria Wang, Cathy Yun, Sara Plasencia, Chris Mauerman, Cordy McJunkins, Deborah Stipek, Learning Policy Institute |
| Source: | Learning Policy Institute. 2025. |
| Availability: | Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org |
| Peer Reviewed: | Y |
| Page Count: | 128 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Ballmer Group Heising-Simons Foundation Kelson Foundation |
| Intended Audience: | Policymakers; Practitioners |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 Higher Education Postsecondary Education |
| Descriptors: | Early Childhood Teachers, Teacher Education Programs, Educational Quality, Preschool Education, Kindergarten, Grade 1, Grade 2, Grade 3, Credentials, Decision Making, Program Design, Educational Policy, State Policy, Educational Strategies, Access to Education, Teacher Effectiveness, Higher Education |
| Geographic Terms: | Louisiana, Massachusetts, New Jersey, New York, United States |
| Abstract: | Almost every state in the United States has invested in expanding publicly funded preschool and developing early childhood teaching credentials to ensure a high-quality preschool workforce. Research indicates that early childhood educators' formal preparation and skills in early child development are particularly important in successful public preschool programs. Teachers of young children need a wide range of knowledge and skills that prepare them to support children's physical, social-emotional, and academic development. States need to ensure that teacher credentialing programs offer opportunities for candidates to gain these skills, and credentialing programs need to support the development of these skills through coursework and clinical experiences. Through a national scan, the authors found that 46 states (including the District of Columbia) offer a stand-alone credential that certifies teachers for early childhood grades; however, there are considerable differences in requirements. Many early childhood educator candidates face barriers to obtaining a teaching credential, including the high cost of tuition, a lack of time, and the difficulty of navigating higher education systems. These obstacles also pose challenges for preparation programs striving to recruit and retain diverse credential candidates. This report provides policymakers and practitioners with a comprehensive understanding of the national landscape of early childhood teaching credentialing, identifies the key decisions states and preparation programs face when developing or revising early education credentials, and highlights common strategies that can strengthen early childhood teacher preparation programs. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED678902 |
| Database: | ERIC |
| Abstract: | Almost every state in the United States has invested in expanding publicly funded preschool and developing early childhood teaching credentials to ensure a high-quality preschool workforce. Research indicates that early childhood educators' formal preparation and skills in early child development are particularly important in successful public preschool programs. Teachers of young children need a wide range of knowledge and skills that prepare them to support children's physical, social-emotional, and academic development. States need to ensure that teacher credentialing programs offer opportunities for candidates to gain these skills, and credentialing programs need to support the development of these skills through coursework and clinical experiences. Through a national scan, the authors found that 46 states (including the District of Columbia) offer a stand-alone credential that certifies teachers for early childhood grades; however, there are considerable differences in requirements. Many early childhood educator candidates face barriers to obtaining a teaching credential, including the high cost of tuition, a lack of time, and the difficulty of navigating higher education systems. These obstacles also pose challenges for preparation programs striving to recruit and retain diverse credential candidates. This report provides policymakers and practitioners with a comprehensive understanding of the national landscape of early childhood teaching credentialing, identifies the key decisions states and preparation programs face when developing or revising early education credentials, and highlights common strategies that can strengthen early childhood teacher preparation programs. |
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