Drawing on the self-identified needs of early childhood educators to improve early learning program supports

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Abstract

This paper examines the experiences of the early childhood education workforce in a large metro area in the United States. Based on a qualitative study of 11 teachers, we consider the supports that participants identified as most useful in their practice and the additional resources needed. The goal of this study was to gain an understanding of the needs early childhood education teachers identify for themselves, and those of their students and students’ families, and to develop resources to share back with teachers based on their input. These findings add to what we know about the retention of the early childhood education workforce and the overall quality and effectiveness of early learning programs.

Authors

• Allison Boyle, Southern Education Foundation, Inc.

• Max Altman, Southern Education Foundation