Early Childhood Preparation Policy
The state should ensure that its teacher preparation programs provide early childhood teachers with age-appropriate content knowledge and instructional strategies. This goal was new in 2017 and was not graded.
Rhode Island offers an early childhood education license to teach grades PreK-2. Candidates have two options for fulfilling content test requirements. The first option requires candidates to pass the Praxis II Early Childhood Education (5025) test and the Education of Young Children (5024) test. The second option requires candidates to pass the Elementary Education: Multiple Subjects (5001) test and the Principles of Learning: K-6 pedagogy test.
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: helping students develop an understanding of print awareness, knowledge of phonological awareness in literacy development, the role of fluency in literacy development, and the impact of fluency on reading comprehension. The Early Childhood Education test also includes topics more suitable for teachers of students in the elementary grades, including the role of text complexity in reading development and understanding the characteristics of effective writing.
The Praxis Education of Young Children (5024) test also addresses emergent literacy and oral language. The test requires candidates to know "the progression of oral language development, including but not limited to expectations for listening comprehension and verbal communication and how to facilitate and expand children's oral language and vocabulary development." Candidates are also required to "know strategies to address language delays." The test addresses emergent literacy by requiring candidates to be able to develop children's phonological awareness, concepts of print, fluency to support reading comprehension, phonics skills and how to expand children's use of vocabulary.
Emergent Mathematics and Science: Rhode Island's Praxis Early Childhood Education (5025) tests candidates on the concepts of emergent mathematics. Candidates are tested on emergent mathematics concepts that "relate to future mathematical concept development," including:
Praxis Test Requirement www.ets.org Requirements for Early Childhood Certificate http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Certification/Cert-Requirements/RI_EarlyChildhood_Requirements.pdf Professional Teaching Standards http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Certification/Cert-main-page/RIPTS-with-preamble.pdf
Ensure that all preschool teachers possess sufficient knowledge of emergent literacy and oral language.
Rhode Island 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. The state's testing options make it possible for early childhood education teachers to become licensed without demonstrating content knowledge in areas pertinent to preschool learners—such as emergent literacy and oral language.
Ensure that all preschool teachers possess sufficient knowledge of emergent mathematics and science.
Rhode Island should—either through teacher preparation standards or test frameworks—ensure that all preschool teachers understand how to introduce and develop children's mathematical skills and effectively introduce science concepts. This understanding is crucial because early introduction to complex mathematical concepts can affect later achievement in mathematics. The state's testing options make it possible for early childhood education teachers to become licensed without demonstrating content knowledge in areas pertinent to preschool learners—such as emergent mathematics and science.
Ensure that all preschool teachers possess sufficient knowledge of the main developmental stages from birth through age eight.
Rhode Island 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.
Rhode Island stated that in every analysis regarding teacher preparation and understanding of literacy, mathematics, etc., the state's required assessments and teaching standards are used for the analysis. The program approval standards also require teachers to be prepared to teach the appropriate student learning standards. In addition, the state noted that the Rhode Island Early Learning and Development Standards (RIELDS) are another set of student standards for early learning. A significant portion of the state's review of programs is a review of the depth of learning and practice taking place with candidates concerning the student standards. NCTQ may want to review the student standards used for preparation and the extent to which those are reviewed as part of preparation program approval.
NCTQ awards credit for specific teacher preparation standards that are incorporated into policy, rather than standards that are simply referenced by name or nested, such as student academic standards.
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.