Early childhood professionals perform better with more credit-based education and so do the children they care for. Yet between 1980 and 2004 the number of child care teachers with at least a 2-year Associate’s Degree dramatically declined. For reasons such as access and cost, many early childhood teachers forgo formal educational courses and learn exclusively on the job. At the same time, these teachers acquire several years of relevant experience and many hours of training that synchronize well with the requirements of credit-based educational courses.
In a newly published brief, researchers from the Wisconsin Early Childhood Association and the Wisconsin Council on Children and Families study these trends and more – arguing that a robust “credit for prior learning” system in Wisconsin can attract early childhood teachers into degree programs and in the process, strengthen the quality of early childhood care.
Click here to read the entire brief and stay tuned for further collaborative studies. This project has been made possible by the generous support of the Joyce Foundation.