What’s missing in most of our early childhood degrees? Focusing more deeply on relationships and learning with infants, toddlers, and their families

ABSTRACT

Infant-toddler teachers have the least education, the lowest pay, and the highest turnover rate of all adults in the field of early childhood education. In this article, the unique needs of infants, toddlers, and their families are explored at the 2-year associate (AA) and the 4-year bachelor (BA) levels of early childhood higher education degree programs in Washington State. This participatory action review was conducted through surveys and interviews with members of a state early childhood teacher educator professional organization and through examination of publically available course information. The study explored whether early childhood teachers were being prepared in coursework and field experiences to meet Washington state and nationally accepted core knowledge and broad competency areas for preparation of the infant-toddler workforce. A review of early childhood degree programs found an overall insufficient emphasis on a deeper understanding of holistic infant early development and intervention, as well as mental health and observable, evidence-based interactions that promote child and family resilience at the level of the individual early childhood educator’s preparation. Recommendations for ECE degree experiences are offered with changes in depth, breadth, content, and mentored, culturally responsive field experiences.