Early Childhood Preparation Policy
The state should require its teacher preparation programs to provide early childhood teachers with age-appropriate content knowledge and instructional strategies. Starting in 2020, this goal is now graded.
Alaska offers an Associate I or II Early Childhood Education certificate, which are five-year certificates "for those who help in preschools or as instructional aides in public school primary classes." The state specifies that neither certificate qualifies "the holder to be assigned as a regular classroom teacher." The Associate I certificate requires 30 credit hours in an early childhood education program, 400 hours of supervised practicum experience or a valid Child Development Associate (CDA) award. The Associate II certificate requires an Associate I certificate and an approved associate degree in early childhood education.
Test requirements on Praxis indicate that the Early Childhood Education (5025) test is required to be certified in early childhood education birth-age 5.
Emergent Literacy and Oral Language:The Praxis Early Childhood Education (5025) test requires candidates to demonstrate understanding of emergent literacy through mastery of the following:
4 AAC 12.390 Early Childhood Education Certificate Requirements https://education.alaska.gov/teachercertification/typeE.html
Ensure that all preschool teachers possess sufficient knowledge of emergent literacy and oral language.
Alaska should—either through teacher preparation standards or test frameworks—ensure that all preschool teachers understand how to develop children's oral language skills and build children's emergent literacy. This understanding is important because of the critical role that preschool teachers play in language development.
Ensure that all preschool teachers possess sufficient knowledge of the main developmental stages from birth through age eight.
Alaska should ensure—either through testing or preparation standards—that all preschool teachers are knowledgeable of children's developmental stages from birth through age eight. Such knowledge is essential so that all preschool teachers have an in-depth understanding of the children they are teaching.
Ensure that all preschool teachers possess the skills to create a positive and productive classroom environment.
Because well-run classrooms help children develop self-regulation and build academic skills, it is imperative that candidates are adequately prepared to create a positive and productive classroom environment. Skills such as: classroom management, developing a child's executive functions, and creating activities where children can learn through play are critically important to ensuring that all preschool teachers are able to establish an environment that actively supports learning. Alaska should ensure that all preschool teachers possess adequate understanding of these skills
Alaska recognized the factual accuracy of this analysis.
A strong preschool experience can set children up for achievement gains in elementary school, and even more critically, for improved long-term outcomes including college attendance and degree completion. However, not all preschool programs have achieved these positive results. To increase the likelihood that children will reap benefits from attending preschool, states should ensure that the preschool teachers have certain essential skills and knowledge.
To lay children's foundation for learning to read—and to open the door to other areas of learning—teachers must understand how to develop children's oral language skills and build children's emergent literacy. Especially for young children who are already behind, preschool teachers can play a critical role in language development. Emergent literacy encompasses a range of skills that are essential to reading, but may not come naturally to all children. These skills include phonological awareness, phonemic awareness, learning the alphabet, and concepts of print. Teacher training in these areas can translate into substantial gains for children in alphabet knowledge, vocabulary, and language skills. The early introduction of language and literacy can make a lasting difference for children. Unsurprisingly, children with low language and literacy skills in preschool demonstrate lower reading skills in kindergarten. However, not all approaches to teaching emergent literacy are equally effective, and the quality of preschool curricula varies, making it that much more important that preschool teachers have ample training in how to develop their preschoolers' emergent literacy skills.
Preschool teachers need similar grounding in teaching emergent math and science concepts. Research finds that introducing children to more complex mathematical concepts from an early age may increase their math ability in later years. In fact, some research suggests that the relationship between children's early math skills and future math achievement is twice as strong as the relationship between emergent literacy and future reading achievement. Little research exists on what teachers need to know about preschool science instruction, but experts agree that this area is important.
Beyond knowing what to teach, preschool teachers need to understand the children they are teaching. As such, knowledge of child development from birth to age eight is important. Similarly, preschool teachers need to know effective classroom management strategies that can build social-emotional skills and prevent or resolve many behavioral problems. Of course, classroom management is about more than discipline: it is about establishing an environment that actively supports learning, including understanding how to develop children's executive functioning skills and manage children's play for learning purposes. Teachers' emotional support for their students is associated with better social competence and lower rates of behavior problems.