Elevating Early Childhood Education: A State-Funded Apprenticeship Program Analysis

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Abstract

This study examined the impact of a state-funded Apprenticeship Program on early childhood care and educators' competency development compared to a control group from a northern U.S. state. Using social cognitive theory and a mixed-methods approach, 55 participants were evaluated. Results indicated a positive correlation between educators' self-perceived competencies and on-the-job outcomes. The study supports previous literature emphasizing the vital role of professional development in early childhood education (Darling-Hammond & Richardson, 2009; Fukkink & Lont, 2007; Garet et al., 2001; Pianta, 2005; Zaslow et al., 2010). Additionally, marked improvement was observed in the quality of early childhood environments, as indicated by increased ITERS scores. These findings offer insights for enhancing early childhood education professional development strategies.

Authors

• Hyunjin Kim, University of Rhode Island

• Minsuk Kim Shim, University of Rhode Island

• Rachael Zeltzer, University of Rhode Island