Improving outcomes for young children with high-intensity needs requires a high-quality workforce trained in equitable, intensive, individualized instructional practices and supports incorporating culturally and linguistically responsive evidence-based practices (Gunn, 2020) and developmentally appropriate practices (DAP; NAEYC, 2021) Nationally…

This study investigates the digital competence levels of Lebanese student teachers and in-service teachers using the DigCompEdu framework. The study employs a cross-sectional descriptive survey design, analyzing data from 170 in-service teachers with varying years of experience and 399 student teachers across five academic years. Results indicate…

Recent studies highlight early childhood teachers' mathematics-related competence. Developing this competence should be a main aspect of early childhood teachers' education. This is, however, not the case in all countries. Consequently, high-quality professional development courses are needed. Based on research results, we developed a…

Resulting from a fragmented landscape of policies for and uneven investments in the early childhood education (ECE) field in the United States, the qualifications of the ECE teaching workforce are typically quite low. This article first reviews the history and status of the ECE teaching workforce in the United States, focusing on the evolution of…

This article describes the successful stories of the Early Mathematics Education Project at Erikson Institute in Chicago. It intends to address three questions related to the project's work: What is the purpose and scope of the program? How does the program work to enhance the mathematical competence of early childhood teachers? What are the…

In this presentation, we introduce a conceptual framework for in-service professional development--the Whole Teacher approach, which attends simultaneously to the attitudes, knowledge, and practice of a teacher's growth. Putting the framework in operation, we describe a project designed to improve teachers' competence and increase children's…

This article examines the Kentucky Initiative for Social Skill and Emotional Development which provides annual training and technical assistance to build early childhood programs' capacity to deliver practices known to promote social and emotional competency. The initiative is based on the 3-tiered Positive Behavior Support model that teaches…

This article discusses the competency-based teacher education movement in relation to early childhood education. (PD)

This paper discusses an approach to competency-based teacher education whose goal is the development of early childhood education teachers who have the requisite knowledge, attitudes, and skills for facilitating children's cognitive, affective, and psychomotor development and who are well-informed, creative, flexible, open to experience,…

Provides a brief overview of the Child Development Associate (CDA) program on the occasion of the award of the ten-thousandth CDA credential. (RH)

This document describes the requirements for obtaining an undergraduate degree in education at Brooklyn College of the City University of New York, which offers a performance-based curriculum in teaching at four levels: a) early childhood, b) elementary, c) middle, and d) secondary. This performance-based program combines course content with…

This document outlines a performance-based undergraduate program for the education of teachers at Brooklyn College. Introductory material includes an overview, assumptions, goals, special features, and desired outcomes. Described are four course-level sequences of the program: early childhood, elementary, middle schools, and secondary. A 42-item…

Defines the competency-based approach to teacher education and describes the development of an early childhood program at the University of Houston. (ED)

Paper focuses on one attempt to train teachers to be knowledgeable, caring, and capable of designing instructional activities that promote desirable learning in young children. (Authors/CB)

Description of the Child Development Associate (CDA) program is provided in terms of goals, characteristics, and training procedures, as well as future directions. (MP)