Since little research has been conducted on early childhood students at different levels of professional preparation, the purpose of this study was to investigate the knowledge and beliefs of early childhood students at four levels of professional preparation commonly used in QRIS and early childhood teacher career ladders: 1) students working toward a Child Development Associate (CDA) credential 2) students working on an associate’s degree in early childhood 3) students working on a bachelor’s degree in early childhood education and 4) graduates with a bachelor’s degree in early childhood education. Levels of formal education are also used by early childhood programs for the hiring, placement, training, and promotion of teachers. The interest in teachers’ education is especially relevant in early childhood since differentiated levels of preparation are commonly used in quality rating and improvement systems (QRIS) as a variable to distinguish differences in quality among programs. The expansion of early childhood education programming has heightened the focus on teachers’ educational preparation and its role in providing high-quality services for young children.
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