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.
West Virginia offers an early education (PreK-K) license. Candidates seeking the PreK-K license are required to pass the Praxis II Prekindergarten Education (5531)
Emergent Literacy and Oral Language: The Praxis II Pre-Kindergarten Education (5531) test contains only one item addressing candidates' knowledge of "literacy concepts (e.g. phonemic awareness, vocabulary, writing, shared reading)."
Emergent Mathematics and Science: The Praxis II Pre-Kindergarten Education (5531) test contains only one item addressing candidates' knowledge of "mathematical concepts (e.g. number sense, shapes, one-to-one correspondence, sequence). The Praxis II Pre-Kindergarten Education (5531) test contains only one item addressing candidates' knowledge of "scientific concepts (e.g., cause and effect, discovery learning, observation, change)."
Early Childhood Development: The Praxis II Pre-Kindergarten Education (5531) test does not specifically address early childhood development from birth to age eight. The test measures candidates' knowledge of the "typical progression in each developmental domain of children from age two to age five."
Establishing 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. This includes classroom management skills, developing a child's executive functions and creating activities where children can learn through play. The Praxis II Pre-Kindergarten Education (5531) test measures candidates' understanding of:
Praxis Test Requirement https://www.ets.org/praxis/wv/requirements/ Title 126 Legislative Rules, Board of Education, Series 114, Policy 5100, Appendix A-2
Ensure that all preschool teachers possess sufficient knowledge of emergent literacy and oral language.
West Virginia 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 emergent mathematics and science.
West Virginia 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.
Ensure that all preschool teachers possess sufficient knowledge of the main developmental stages from birth through age eight.
West Virginia 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.
West Virginia 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.