Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom

Researchers from Michigan State University wrote this report using analysis and observations of 67 Head-Start classrooms which details how effective early childhood educators think they are at teaching literacy, math and science based on their own knowledge of the subjects. It shows a wide disparity in teaching efficacy as these educators are much more confident in their knowledge of and ability to teach literacy than that of science or math. This report raises the issue of whether or not science and math are being taught properly in early childhood and how much science and math should be taught in the first place considering many think the subjects to be too complicated for young children.

Rethinking Credential Requirements in Early Education

New America takes a look at the current state of education and skills requirements for early childhood educators. Currently many view these workers as "babysitters by another name" who don't necessarily need higher education and professional training like what is required for educators of older youth. This report argues against this misconception and lays out a framework for the proper education and training of this vulnerable workforce.