This second edition of the biennial Early Childhood Workforce Index continues to track the status of the ECE workforce and related state policies in order to understand changes over time. We have added several new analyses and updated our policy indicators and recommendations. Highlights include:
This report’s discussion and recommendations build on Workpackage 3’s (WP3) work within CARE,
including: 1) a review of the systems of professional development, pre-service and in-service across
10 European countries and the impact that structural and processual shifts have on European ECEC
quality and child development (D3.1); 2) a meta-review of extant European studies that examine the
impact of professional development on child outcomes, conducted as a meta-analysis (D3.2); and
This report presents ‘good practice case studies’ of exemplary approaches to innovative in-service
professional development of ECEC practitioners in three countries: Denmark, Italy and Poland.
The report is part of the project CARE “Curriculum Quality Analyses and Impact Review of European
Education and Care”, a collaborative project funded by the European Union within the Seventh
Framework Program, to address issues related to the quality, inclusiveness, and individual, social, and
economic benefits of Early Childhood Education and Care in Europe.
This investigation examines changes in teachers’ views of the needs of children in early childhood education (ECE) context in the USA, Russia, and Finland over the past two decades. In addition, it focuses on the teachers’ views about their role in the process of child-rearing within formal ECE institutions. Moreover, the primary purpose of documenting teachers’ views on children’s needs, professional work, and centre-based child care, between these societal contexts from 1991 and 2011, is to better understand points of comparative change.
This study currently in progress focuses on two early childhood teacher education programs in contexts where the participants are undergoing rapid social and personal change: a program in Namibia, and a program for immigrant childcare educators in Canada. The objective is to provide in-depth understanding of the ways in which differing ideas about teacher education are reflected in practice. It is important to ensure that teacher education programs prepare teachers to dovetail children’s preparation for school with meaningful connections to the culture and language of the home community.
This study provides a comparative analysis of the pre-service education system for preschool educators in China and the United States. Based on collected data and materials (literature, policy documents, and statistical data), we compare two areas of pre-service training: (1) the formal system; (2) the informal system. In the formal
Five preschools were invited to participate in the local evaluation of the Tallaght NEYAI, all 5 agreed to take part. It was essential that all early years educators participating in the training were HighScope trained. The geographical spread of the preschools focused on Tallaght in South County Dublin. Each of the five preschools were individually managed by a manager. One preschool withdrew from the project in May 2014 due to the closure of the service.
The evaluation approach focused on the following broad areas of investigation:
In debates about child care and early education, the voices of providers are often missing. In this article, we report fndings from a study exploring child care provider perspectives on how regulation and policy changes impact their ability to provide care. Data were collected from interviews and focus groups with home-based providers and center-based administrators (N = 55) in rural, urban and suburban New York counties.
This paper theoretically and empirically deals with the relationship between the concepts of social status and professional development of early childhood and preschool teachers’ profession, while discussing the possibility of complementing two dominantly sociological and pedagogical traditions from which they derived.