A Comparative Document Analysis on Early Childhood Teacher State Requirements, NAEYC Standards and Developmental Theories

The gap between our current understanding of child development and public policies related to the early childhood education workforce continues to grow (Shonkoff, 2002). This gap may lead to the hiring of individuals who are not equipped with a foundation of child development theories which is fundamental to meeting the needs of children in the early childhood range (birth through age eight). The purpose of this study is to examine the recommendations regarding early childhood standards for preparation programs both from the literature and pre-service teacher preparation programs as found in certification/credentialing programs of early childhood pre-service teachers. Early childhood education teacher preparation is key to building a successful foundation for future academic success for young learners (Mooney, 2013). Gordon & Browne (2017) noted that becoming a professional teacher takes time, knowledge, training, and experience. Teacher preparation standards “are intended to ensure that teachers have the skills necessary to help children master the prescribed content” (Feeney, 2012, p. 40). Many theorists, such as Dewey, Montessori, Erikson, Piaget and Vygotsky provide us with their findings on the importance of early childhood development (Mooney, 2013). Teachers in early childhood education should build upon these theories and apply them in their classrooms. When newly graduated teachers are in classrooms with ten or more students, they need to have the ability to connect with their students and an understanding about how their students learn and grow