CHAPEL HILL, N.C., March 27 (UPI) -- A U.S. study suggests the educational level obtained by preschool teachers is unlikely, by itself, to improve classroom quality or learning.
Policymakers are increasingly requiring public preschool teachers have at least a bachelor's degree, preferably in early childhood education. But the study's findings suggest the focus, rather than on educational attainment, should be on effective and comprehensive professional development activities.
The University of North Carolina at Chapel Hill-led analysis of seven major studies of early care and education suggests policies focused solely on teacher education are not likely to increase classroom quality or boost children's academic gains.
"We recommend that policymakers not emphasize one component (such as teachers' education) as more important than others, but instead support policies that address the multiple components necessary to provide a high-quality preschool education," said Diane Early, a researcher at the university's FPG Child Development Institute and the study's lead author.
The researchers said their findings, appearing in the current issue of the journal Child Development, are especially relevant given the rise in state and federal funding of programs that seek to provide early education for 4-year-olds.
