Abstract
While the importance of quality education for individuals working with young children (ages 0–4) is widely accepted in the field of Early Childhood Education, little is known about the context, content, and needs of the programs that are providing this education. This paper presents data from a nationally representative survey ( n = 438) of chairs/directors of early childhood teacher preparation programs at 2- and 4-year Institutions of Higher Education (IHEs). Findings presented include faculty characteristics, course and practica requirements, comparisons between early childhood programs and the institutions as wholes, and challenges facing programs. Where appropriate, comparisons are made between 2- and 4-year schools. Results are discussed in terms of policy implications.
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