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Preparing Early Childhood Teachers to Successfully Educate All Children: The Contribution of State Boards of Higher Education and National Professional Accreditation Organizations

Aisha Ray, Barbara Bowman, Jean Robbins
April 2013

This document summarizes research findings on how the developmental and educational needs of children of color, poor children, second language/dialect speakers, and others are addressed in early childhood teacher standards (Pre-K – early elementary grades) developed by state boards of education and professional accreditation organizations.

A significant finding was that state early childhood teacher standards convey an inconsistent and ambiguous message regarding domains of teacher competence and the developmental and educational needs of a very complex population of children (e.g., children of color, second language/dialect speakers) their families and communities.

Recommendations for improvement are offered.