This brief is based on findings from the Early Childhood Education (ECE) Higher Education Inventory conducted in several states: California, Indiana, Nebraska, New Hampshire, New Jersey, New York, and Rhode Island. This brief highlights the extent to which ECE teacher preparation is currently integrated across the birth-to-age-eight continuum, and on variations in field-based practice opportunities for teachers of young children.
The Early Childhood Higher Education Inventory, administered by the Center for the Study of Child Care Employment at the University of California at Berkeley, assists policymakers and other stakeholders to develop a more coordinated and comprehensive professional preparation and development system for the early care and education workforce. The Inventory is a mechanism to describe the landscape of a state’s early childhood degree program offerings, at the associate, bachelor’s, master’s, and doctoral levels. The Inventory captures variations in program goals, content, child age-group focus, student field-based learning, and faculty characteristics and professional development needs. This information allows policy makers, institutions of higher education and other stakeholders to identify the gaps and opportunities in the available offerings, make informed policy decisions, and assess the capacity of the higher education system over time.
For additional cross-state findings, read Challenges and Opportunities for Including Coursework on Infants and Toddlers in Higher Education Degree Programs.
Read also the Early Childhood Higher Education Inventory in: