The impact of pre-service preparation curriculum

Abstract

A deficiency in the pre-service preparation curriculum for early childhood educators is creating a population of professionals that have not received the training needed to address classroom management challenges in educational settings. The significance of this research relates to the need for an increase in the pre-service preparation of early childhood educators in classroom management. This study examined novice, early childhood educators' pre-service preparation curriculum and their perceptions of preparedness in classroom management practices and experienced educators' recommendations for classroom management skills needed for beginning educators. Tyler's (1949) Basic Principles of Curriculum and Instruction created a framework for this study providing a conceptual understanding of the knowledge current educators can contribute to classroom management preparation for pre-service educators. Participants included novice and experienced early childhood educators currently teaching in the Commonwealth of Massachusetts. Participants were asked to complete a web-based survey for data collection. Quantitative data was analyzed for novice participants. In addition, qualitative data from experienced educators was analyzed using descriptive and in vivo coding. Themes that emerged from the qualitative analysis included the importance of consistency, building relationships with students, creating a classroom community, and addressing student needs. Primary recommendations based on these findings include a variety of classroom management skills identified as beneficial to include in teacher preparation curriculum and professional development opportunities for current educators.