Abstract
The relationship between teacher qualification and the quality of the early childhood education and care environment
Highlights
The Problem, Condition or IssueNot all children are born healthy, provided with adequate health care, have access to good nutrition, or live in acceptable housing conditions
The most common methods used in evaluating the impact of teachers’ education level to improve the quality of ECCE environment are: (1) non-randomized comparative design based on cross sectional and survey secondary data analysis; and (2) correlational design that reported a correlation between levels of education and ratings of classroom quality
A preliminary exploration of published and unpublished literature focusing on authors who have contributed to understanding ECCE quality (e.g., Whitebook, Clifford, and Howes) was conducted to determine the period of time that should be covered in this review
Summary
Not all children are born healthy, provided with adequate health care, have access to good nutrition, or live in acceptable housing conditions. Not all children are born free of disabilities, or are raised by parents who can comfort, nurture, and provide opportunities to develop children’s language, literacy, social problem-solving and behaviour management skills (Manning, 2008). Evidence demonstrates that an achievement gap (i.e. educational disparities) exists between racial and socio-economic groups (Editorial Projects in Education Research Center, 2011; Lee & Burkam, 2002; Magnuson & Waldfogel, 2005). Without access to highquality services (e.g., health, care and education) that support the child and his/her family in the early years of life, potential negative pathways may lead to poor social, emotional, educational, health, economic and behavioural outcomes (Manning, Homel, & Smith, 2010)
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