Early childhood teacher certification in major countries: criteria and curriculum

Abstract

Objectives The major purpose for this study is to explore the national criteria for early childhood teachers’ eligibility in USA, England, Canada, and Australia along with comparing and analyzing the existing curriculum of Columbia University, Harvard University, University of Illinois at Chicago, Cambridge University, University of Toronto, Australian college of teachers’ aides and children.
 Methods The study thoroughly analyzed the curriculum based on core course, method course and elective courses, duration of teaching practicum, type of course, way of course conduction: online or offline, inclusion of courses on special child and option of bilingual extension.
 Results National criteria for early childhood teachers’ eligibility in these countries are found to be distinctive. The curriculums of the selected universities also differ from one another in terms of duration, degree type and courses.
 Conclusions The study provides implications for early childhood educators training in Korea providing recommendation for instructors and practitioners on choosing courses for generating a well fitted curriculum for better teachers training.