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IMversfty Microfilm* International 8607108 M ak s ym , J e a n n e H u rle y SELECTED INDIANA AND MICHIGAN KINDERGARTEN TEACHERS’ PERCEPTIONS O F THEIR NEEDED PROFESSIONAL PREPARATIONS AND DESIRED COMPETENCIES M ichigan State U niversity University Microfilms International Ph.D. 300 N. Zeeb Road, Ann Arbor, Ml 48106 Copyright 1985 by Maksym, Jeanne Hurley All Rights Reserved 1985 PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark V 1. Glossy photographs or p ages______ 2. Colored illustrations, paper or p rin t_______ 3. Photographs with dark background_____ 4. Illustrations are poor copy_______ 5. Pages with black marks, not original copy______ 6. Print shows through as there is text on both sides of p a g e _______ 7. Indistinct, broken or small print on several pages 8. Print exceeds margin requirements______ 9. 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Text follows. s ' University Microfilms International SELECTED INDIANA AND MICHIGAN KINDERGARTEN TEACHERS' PERCEPTIONS OF THEIR NEEDED PROFESSIONAL PREPARATIONS AND DESIRED COMPETENCIES By J e a n n e H u r l e y Maksym A DISSERTATION Submitted to M ic hi g a n S t a t e U n i v e r s i t y in p a r t i a l f u l f i l l m e n t of the requirem ents f o r the degree of DOCTOR OF PHILOSOPHY D e p a r tm e n t o f T e a c h e r E d u c a t i o n 1985 Copyright JEANNE HURLEY MAKSYM 1985 SELECTED INDIANA AND MICHIGAN KINDERGARTEN TEACHERS' PERCEPTIONS OF THEIR NEEDED PROFESSIONAL PREPARATIONS AND DESIRED COMPETENCIES By J e a n n e H u r l e y Maksym ABSTRACT The p u r p o s e o f t h i s s t u d y was t o d e t e r m i n e t h e p e r c e p t i o n s and a t t i t u d e s o f k i n d e r g a r t e n t e a c h e r s from Michi gan and I n d i a n a r e g a r d ­ i n g many f a c e t s o f k i n d e r g a r t e n e d u c a t i o n , i n c l u d i n g t h e e x t e n t to which t h e y f e l t c e r t a i n c o m p e t e n c i e s wer e i m p o r t a n t , t h e e x t e n t t o which t h e y im pl em en ted t h e s e c o m p e t e n c i e s , and t h e e x t e n t t o which t h e i r c o l l e g e s and u n i v e r s i t i e s p r e p a r e d them t o implement t h e c o m p e t e n c i e s , as w e l l as t h e i r a t t i t u d e s a b o u t l i c e n s i n g o f k i n d e r gaten t e a c h e r s . The s u r v e y p o p u l a t i o n c o n s i s t e d o f a random s a m p l in g o f p r a c ­ t i c i n g M ic h i g a n k i n d e r g a r t e n t e a c h e r s and I n d i a n a k i n d e r g a r t e n tea c h e rs with Indiana lic e n s e s or endorsements. developed to g a th e r d a t a . An i n s t r u m e n t was The it e m s on i t w er e d e s i g n e d t o r e f l e c t t h e i n t e n t o f 43 k i n d e r g a r t e n c o m p e t e n c i e s which we re d i v i d e d i n t o s i x competency a r e a s . Other items a s se s s e d p r e p a r a t i o n te a c h e rs f e l t t h e y had and p r e p a r a t i o n t h e y f e l t t h e y s h o u l d have r e c e i v e d . Responses wer e c o n s i d e r e d t o answer t h e r e s e a r c h q u e s t i o n s . J e a n n e H u r l e y Maksym Data were r e p o r t e d i n f r e q u e n c i e s and p e r c e n t a g e s , b a s e d on a v ariety of s t a t i s t i c a l tests. The c o n c l u s i o n s r e a c h e d as a r e s u l t o f t h e s t u d y were t h e f o l l o w i n g : (a) p r a c t i c i n g k in d e r g r a te n teach­ e r s p e r c e i v e d s i x competency a r e a s t o be "somewhat" t o " e x t r e m e l y " i m p o r t a n t and t h a t p a t i e n c e , l o v e , a f f e c t i o n , f l e x i b i l i t y , and u n d e r s t a n d i n g were f e l t t o be most e s s e n t i a l garten teachers; (b) for e ffe c tiv e kinder­ I n d i a n a t e a c h e r s d i d n o t p e r c e i v e ne ed s d i f - f e r e n t l y t h a n M ich ig an t e a c h e r s ; ( c ) t e a c h e r s p e r c e i v e d t h e y us ed s i x competency a r e a s " som eti m es" t o "most o f t h e t i m e " and t h a t p a t i e n c e , l o v e , b e i n g h a p p y , and hi gh j o b commitment as w e l l as b e i n g f l e x i b l e were p e r s o n a l i t y t r a i t s t h e y f e l t t h e y had which e n a b l e d them t o e f f e c t i v e l y implement k i n d e r g a r t e n p r o g r a m s ; (d ) Indiana tea c h e rs did not p e rceiv e d i f f e r e n t use o f competencies t h a n d i d Michi gan k i n d e r g a r t e n t e a c h e r s ; regarding p rofessional ( e ) t h e r e was no c o n s e n s u s p r e p a r a t i o n as few t e a c h e r s had c o u r s e s r e l a t e d t o k i n d e r g a r t e n e d u c a t i o n as u n d e r g r a d u a t e s , and t h e y f e l t s uc h c o u r s e s s h o u l d be o f f e r e d ; perceived the p ro fe s s io n a l (f) Indiana k in d erg a rte n teach ers p r e p a r a t i o n ne ed s o f k i n d e r g a r t e n t e a c h ­ e r s d i f f e r e n t l y t h a n d i d Michi ga n k i n d e r g a r t e n t e a c h e r s ; (g ) p r a c ­ tic in g kindergarten teachers support lic e n sin g of kindergarten t e a c h e r s ; and (h) t h e r e was no s i g n i f i c a n t d i f f e r e n c e i n t h e a t t i ­ t u d e s o f I n d i a n a t e a c h e r s and Michigan t e a c h e r s r e g a r d i n g l i c e n s i n g . DEDICATION Dedicated with love to my p a r e n t s , Hel en and Roy H u r l e y , and my hu s b a n d , Anthony ACKNOWLEDGEMENTS Many p e o p l e have c o n t r i b u t e d a s s i s t a n c e and s u p p o r t l e a d i n g t o the completion o f t h i s p r o j e c t . I f t h e r e was one i n d i v i d u a l who was r e s p o n s i b l e f o r k e e p i n g my s p i r i t s up and g e n e r a t i n g enormous s u p p o r t , i t was Dr. Suzanne Van Wagner. o r i g i n a l i t y were an i n t e g r a l o b t a i n i n g my d o c t o r a t e . Her g e n u i n e n e s s , d e p e n d a b i l i t y , and p a r t o f t h e whole p r o c e s s i n v o l v e d in A noted poet o r i l l u s t r i o u s w r i t e r probably c o u l d n o t c a p t u r e t h e words t o t h a n k Dr. Van Wagner f o r a l l has done and a l l t h a t she t h a t she means t o me. Dr. Benjamin B o h n h o r s t i s a man who d a r e s t o be h i m s e l f . k i n d n e s s and f e e l i n g f o r a l l hu man ity s p e a k f o r t h e m s e l v e s . His In t h e humble, s i n c e r e way i n which he a c c e p t s e v e r y human b e i n g , he demon­ s t r a t e s a l o v e which I w i l l me. For a l l of t h is , never f o r g e t . He was n e v e r t o o busy f o r I am most g r a t e f u l . Being e m p a t h e t i c and t r u l y c a r i n g a r e t h e c h a r a c t e r i s t i c s t h a t make Dr. Kenneth Ha rd in g n o t i c e a b l y u n i q u e and w o r t h y o f my d e e p e s t respect. As my c o m m it t e e member, I t h a n k him f o r h i s s u g g e s t i o n s and g re a t kindness. Dr. C h a r l e s Blackman, t h e c h a i r o f my d o c t o r a l c o m m i t t e e , showed a v e r y warm and g r a c i o u s way o f p l a n n i n g my pr ogram w i t h me. this t a l l , I found busy p r o f e s s o r t o have a t e n d e r , s h y , unassuming way o f m e e t i n g my n ee ds and alw ay s w i l l i n g t o h e l p . B a r b a ra Reeves has s p e n t c o u n t l e s s ho u r s r e v i e w i n g , t y p i n g , and p r o o f r e a d i n g my d i s s e r t a t i o n . I am g r a t e f u l for her expert c le ric a l a b i l i t i e s , s e n s e o f t i m i n g , and humor. I am g r a t e f u l f o r t h e s u p p o r t o f my c h i l d r e n , Anne M a r i e , C a t h e r i n e , J o h n , Roy, and Helen Mary; and f o r t h e s u p p o r t o f Ms. V a l e r i e C o l l i n s , Dr. Louis G r e g o r y , F r . Edward J o s e p h H u r l e y , Dr. Frank Mayer, Fr . James S h e r i d a n , and Mrs. E l e a n o r Van Wagner. TABLE OF CONTENTS CHAPTER I : THE PROBLEM 1 Introduction P u r p o s e s o f t h e Stu dy Need f o r t h e S t u d y D e f i n i t i o n o f Terms Ass umptions L i m i t a t i o n s o f t h e St u d y Procedures Overview o f t h e St ud y CHPATER I I : 1 2 3 5 5 6 7 8 REVIEW OF RELATED LITERATURE Introduction The Concept o f K i n d e r g a r t e n Develops T h e o r i e s o f C h i l d Growth and Development which Have C o n t r i b u t e d t o t h e Growth of Kindergarten Compe ten cie s S o u g ht f o r K i n d e r g a r t e n T e a c h e r s Growth and Development o f T e a c h e r C e r t i f i c a t i o n Views R e l a t e d t o t h e Demand i n Some S t a t e s f o r Spe ci a l l y C e r t i f i e d / L i c e n se d K i n d e r g a r t e n / E a r l y C h il d h o o d T e a c h e r s S t a t u s o f K i n d e r g a r t e n and E a r l y C hi ld hoo d T e a c h e r C e r t i f i c a t i o n Throughout the United S t a te s G en er al E d u c a t i o n P ro fe s s io n a l Education S t a t u s o f K i n d e r g a r t e n and E a r l y C hi ld ho od T e a c h e r C e r t i f i c a t i o n in the S t a t e s of Michig an and I n d i a n a Summary CHAPTER I I I : DESIGN OF THE STUDY Introduction R e s t a t e m e n t o f P u r p o s e s o f t h e St u d y S e lec tio n of the Population S t a t e D e p a r tm en t s o f E d u c a t i o n Non-Specially C e r ti f ie d P r a c tic in g Kindergarten Teachers S p e c ia lly C e r t i f i e d P r a tic in g Kindergarten Teachers v 9 9 9 16 26 36 51 53 56 57 59 61 67 67 67 68 68 68 68 Development o f S u r v e y I n s t r u m e n t The Sur ve y I n s t r u m e n t Part I of the Q uestionnaire P art II of the Q uestionnaire P art III of the Q uestionnaire P a r t IV o f t h e Q u e s t i o n n a i r e Data C o l l e c t i o n P r o c e d u r e s Data P r o c e s s i n g and T r e a t m e n t Summary CHAPTER IV: ANALYSIS OF THEDATA Introduction Data C o l l e c t i o n D e s c rip tio n of Respondents Summary CHAPTER V: SUMMARY, 69 71 72 74 75 75 76 77 78 80 80 80 81 184 CONCLUSIONS, AND RECOMMENDATIONS Introduction Summary Q u e s t i o n One Q u e s t i o n Two Question Three Q u e s t i o n Four Question Five Question Six Q u e s t i o n Seven Question E ig h t Other F acto rs Recommendations f o r F u r t h e r St ud y Im p lic a tio n s f o r Teacher Education E p i l o g u e and Comments 190 190 191 193 194 195 196 198 200 201 202 204 204 205 208 APPENDIX 209 BIBLIOGRAPHY 232 vi LIST OF TABLES 3.1 K i n d e r g a r t e n T e a c h e r Compe ten cie s and R e l a t e d Surv ey Q u e s t i o n Numbers 71 4.1 D e s c r i t p i o n o f Mailed Surv ey Data C o l l e c t i o n 81 4.2 Gender o f K i n d e r g a r t e n T e a c h e r s C e r t i f i e d o r w i t h License/Endorsement 82 4.3 Age o f K i n d e r g a r t e n T e a c h e r s 82 4.4 H i g h e s t Degree Held by K i n d e r g a r t e n T e a c h e r s 83 4.5 C e r t i f i c a t i o n / L i c e n s e Held by K i n d e r g a r t e n T e a c h e r s 83 4.6 T o t a l Number o f Years o f T e a c h i n g E x p e r i e n c e 85 4.7 T o t a l Number o f Years o f T e a c h i n g E x p e r i e n c e a t K i n d e r g a r t e n Level the 86 4.8 Grade a t Which S t u d e n t T e a c h i n g Was Completed 87 4.9 Grade a t Which K i n d e r g a r t e n T e a c h e r Wanted t o Teach a t B e g i n n in g o f T e a ch i n g C a r e e r 88 4.10 Grade Tau g ht L a s t Year by K i n d e r g a r t e n T e a c h e r s 89 4.11 I f Given a C h o i c e , Grade a t Which K i n d e r g a r t e n T e a c h e r s Would P r e f e r t o Teach 90 Number o f P r o f e s s i o n a l O r g a n i z a t i o n s t o Which K i n d e r g a r t e n T e a c h e r s Belong 90 P r o f e s s i o n a l O r g a n i z a t i o n s t o Which Michi ga n K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n Teachers with Indiana K indergarten L ic e n s e s / Endorsements Belong 92 Number o f J o u r n a l s Read R e g u l a r l y by K i n d e r g a r t e n Teachers 93 J o u r n a l s Which Are Read R e g u l a r l y by Michi ga n K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n Teachers with Indiana K indergarten L ic e n s e s / Endorsements 94 4.12 4.13 4.14 4.15 vi i Courses R e l a t e d t o t h e T e a c h i n g o f K i n d e r g a r t e n Taken as P a r t o f U n d e r g r a d u a t e T e a c h e r P r e p a r a t i o n by Michigan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r ­ g a rte n Teachers with Indiana K indergarten L ic e n s e s / Endorsements 95 Courses R e l a t e d t o t h e Te a c h i n g o f K i n d e r g a r t e n Taken as P a r t o f U n d e r g r a d u a t e T e a c h e r P r e p a r a t i o n by Michigan K i n d e r g a r t e n T e a c h e r s 97 Cou rs es R e l a t e d t o t h e T e a c h i n g o f K i n d e r g a r t e n Taken as P a r t o f U n d e r g r a d u a t e T e a c h e r P r e p a r a t i o n by I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a Kindergarten Licenses/Endorsements 99 Comparison o f Responses a b o u t U n d e r g r a d u a t e Cou rs es R e l a t e d t o K i n d e r g a r t e n Taken by Rank and P e r c e n t a g e 101 Cou rs es R e l a t e d t o t h e T e a c h i n g o f K i n d e r g a r t e n Taken as P a r t o f G r a d u a t e T e a c h e r P r e p a r a t i o n by M ich ig an K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r ­ garten Teachers with Indiana Kindergarten L icen ses/ En do rs em en ts 102 Cou rs es R e l a t e d t o t h e T e a c h i n g o f K i n d e r g a r t e n Taken as P a r t o f G r a d u a t e T e a c h e r P r e p a r a t i o n by M ich ig an K i n d e r g a r t e n T e a c h e r s 104 Cour ses R e l a t e d t o t h e T e a c h i n g o f K i n d e r g a r t e n Taken as P a r t o f G r a d u a t e T e a c h e r P r e p a r a t i o n by Indiana K indergarten Teachers with Indiana K i n d e r g a r t e n Li c e n s e s / E n d o r s e m e n t s 106 Number o f C r e d i t s Earned R e l a t e d t o K i n d e r g a r t e n / E a r l y C h i l d h o o d E d u c a t i o n by Michi gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h Indiana K indergarten Licenses/Endorsements 107 How Long-ago C r e d i t s R e l a t e d t o K i n d e r g a r t e n / E a r l y Ch il dh oo d E d u c a t i o n Were Earned by Michi gan K i n d e r ­ g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s with Indiana K indergarten Licenses/Endorsements 109 How Michi gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a Kindergarten Teachers w ith Indiana Kindergarten L i c e n s e s / E n d o r s e m e n t s Feel They Could Have Been B e t t e r P r e p a r e d t o Teach K i n d e r g a r t e n 110 How Michi gan K i n d e r g a r t e n T e a c h e r s Feel They Could Have Been B e t t e r P r e p a r e d t o Teach K i n d e r g a r t e n 112 vi i i How I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t s Feel They Could Have Been B e t t e r P r e p a r e d t o Teach K i n d e r g a r t e n 114 Cou rs es M ic h i g a n K i n d e r g a r t e n T e a c h e r s and Indiana K indergarten Teachers with Indiana K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t s Feel Are A b s o l u t e l y E s s e n t i a l as P a r t o f t h e P r o f e s s i o n a l P r e p a r a ti o n o f a K in d e rg a rte n Teacher 116 C o u rs e s M ic h ig a n K i n d e r g a r t e n T e a c h e r s Feel Are A b s o l u t e l y E s s e n t i a l as P a r t o f t h e P r o f e s s i o n a l P r e p a r a ti o n o f a K indergarten Teacher 118 C o u rs e s I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t s Feel Are A b s o l u t e l y E s s e n t i a l as P a r t o f t h e P r o f e s ­ s io n a l P r e p a r a ti o n o f a K in d e rg a rte n Teacher 120 Comparison o f All Resp on se s a b o u t E s s e n t i a l Co u rs e s by Rank and P e r c e n t a g e 123 Com p e te n c ie s M ic h ig a n K i n d e r g a r t e n T e a c h e r s and Indiana K indergarten Teachers with Indiana Kinder­ g a r t e n L i c e n s e s / E n d o r s e m e n t s Feel a K i n d e r g a r t e n T e a c h e r Must Have t o F u n c t i o n Most E f f e c t i v e l y in a K i n d e r g a r t e n C la s sr o o m 124 Com p e te n c ie s M ic h ig a n K i n d e r g a r t e n T e a c h e r s Feel a K i n d e r g a r t e n T e a c h e r Must Have t o F u n c t i o n Most E f f e c t i v e l y i n a K i n d e r g a r t e n Classr oo m 127 Com pe ten cie s I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t s Feel a K i n d e r g a r t e n T e a c h e r Must Have t o F u n c t i o n Most E f f e c t i v e l y i n a K i n d e r g a r t e n Classr oom 130 Comparison o f R e sp on se s a b o u t Compe ten cie s a K i n d e r g a r t e n T e a c h e r Must Have t o F u n c t i o n Most E f f e c t i v e l y i n a K i n d e r g a r t e n Cl as sro om by Rank and P e r c e n t a g e 133 P e r s o n a l i t y T r a i t s Michi gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h L i c e n s e s / En d o rs em e n ts Fee l Make Them S u i t e d t o Teach a t t h e K i n d e r g a r t e n Level 135 P e r s o n a l i t y T r a i t s M ich ig an K i n d e r g a r t e n T e a c h e r s Feel Make Them S u i t e d t o Teach a t t h e K i n d e r g a r t e n Level 138 ix P e r s o n a l it y T r a i t s Indiana K indergarten Teachers with Indiana K indergarten Licenses/Endorsements Feel Make Them S u i t e d t o Teach a t t h e K i n d e r g a r t e n Level 141 Comparison o f Responses a b o u t P e r s o n a l i t y T r a i t s F e l t t o Make M ich ig an K i n d e r g a r t e n T e a c h e r s and Indiana K indergarten Teachers with Indiana Kinder­ g a r t e n L i c e n s e s / E n d o r s e m e n t s S u i t e d t o Teach a t t h e K i n d e r g a r t e n Level 143 Mean and S t a n d a r d D e v i a t i o n s o f Michi ga n K i n d e r ­ g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s with Indiana K indergarten L icenses/E ndorsem ents' A t t i t u d e s and P e r c e p t i o n s Co n c e r n in g I m p o r t a n c e , I m p l e m e n t a t i o n , and Use o f Co m petencies 144 Gene ral K i n d e r g a r t e n T e a c h e r Competency Area and Survey Item s R e l a t e d t o I n t e l l e c t u a l Growth 149 G en er al K i n d e r g a r t e n T e a c h e r Competency Area and Sur ve y Items R e l a t e d t o S o c i a l Growth 151 G en er al K i n d e r g a r t e n T e a c h e r Comoetency Area and Survey Item s R e l a t e d t o Working w i t h P a r e n t s 153 Gene ral K i n d e r g a r t e n T e a c h e r Competency Area and Survey I tem s R e l a t e d t o Em otional Growth 156 Gene ral K i n d e r g a r t e n T e a c h e r Competency Area and Survey Item s R e l a t e d t o P h y s i c a l Growth 159 Gene ral K i n d e r g a r t e n T e a c h e r Competency Area and Survey Item s R e l a t e d t o G e n e r a l T e a c h e r S k i l l s and A t t i t u d e s 162 U n i v a r i a t e F T e s t w i t h 1,1 3 2 Deg re es o f Freedom t o D et erm in e t h e E x t e n t t o Which T h e r e i s a S i g n i f i c a n t D i f f e r e n c e Between Respo ns es o f Michi gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n Teachers with Indiana K indergarten L ic e n s e s /E n d o rs e ­ ments R e l a t i v e t o I m p o r ta n c e o f Com pe te nc ie s o f K indergarten Teachers 171 M u l t i v a r i a t e T e s t o f S i g n i f i c a n c e t o D e te rm in e t h e E x t e n t t o Which Th e re I s a S i g n i f i c a n t D i f f e r e n c e Between Res ponses o f Michi gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K indergarten Licenses/Endorsements R e la tiv e to I m p o r ta n c e o f Com petencies f o r K i n d e r g a r t e n T e a c h e r s 172 x 4.49 4.50 4.51 4.52 4.53 4.54 4.55 4.56 U n i v a r i a t e F T e s t w i t h 1, 132 Degrees o f Freedom t o D e t e rm in e t h e E x t e n t t o Which Th e re Is a S i g n i f i c a n t D i f f e r e n c e Between Respons es o f Michi gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h Indiana K indergarten Licenses/Endorsements R elativ e t o Use o f Co m pe ten cie s f o r K i n d e r g a r t e n T e a c h e r s 173 M u l t i v a r i a t e T e s t o f S i g n f i c a n c e t o D et erm in e t h e E x t e n t t o Which T h e r e I s a S i g n i f i c a n t D i f f e r e n c e Between Res ponses o f M ich ig an K i n d e r g a r t e n T e a ch e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t s R e l a t i v e t o Use o f Co m pe ten cie s f o r K i n d e r g a r t e n T e a c h e r s 174 U n i v a r i a t e F T e s t w i t h 1, 1 3 2 Degrees o f Freedom t o D e t e rm in e t h e E x t e n t t o Which T h e r e Is a S i g n i f i c a n t D i f f e r e n c e Between Resp on se s o f Michi gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h Indiana K indergarten Licenses/Endorsements R elativ e t o P r e p a r a t i o n o f Comp ete nc ies f o r K i n d e r g a r t e n T e a c h e r s 175 M u l t i v a r i a t e T e s t o f S i g n i f i c a n c e t o D e te rm in e t h e E x t e n t t o Which T h e r e I s a S i g n i f i c a n t D i f f e r e n c e Between Resp on se s o f M ic h ig a n K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K indergarten Licenses/Endorsements R elativ e to P r e p a r a t i o n o f Com pe te nc ie s f o r K i n d e r g a r t e n T e a c h e r s 176 O p i n i o n s o f M ic h i g a n K i n d e r g a r t e n T e a c h e r s and Indiana K indergarten Teachers with Indiana Kinder­ g a r t e n L i c e n s e s / E n d o r s e m e n t s R e g a r d in g Whether a S p e c i a l K i n d e r g a r t e n L i c e n s e / E n d o r s e m e n t Should Be R e q u i re d f o r A ll Who Would Teach K i n d e r g a r t e n 177 Mean, Mode, and S t a n d a r d D e v i a t i o n o f A t t i t u d e s o f Michi gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K indergarten Teachers with Indiana Kindergarten L i c e n s e s / E n d o r s e m e n t s Toward L i c e n s i n g o f K i n d e r ­ g a rte n Teachers 178 A t t i t u d e s o f M ich ig an K i n d e r g a r t e n T e a c h e r s and Indiana K indergarten Teachers with Indiana Kinder­ g a r t e n L i c e n s e s / E n d o r s e m e n t s Toward L i c e n s i n g of K indergarten Teachers 181 A n a l y s i s o f V a r i a n c e o f Michi gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a L i c e n s e s / E n d o r s e m e n t s ' A t t i t u d e s Toward Licensing ‘ 184 xi Know you what i t i s t o be a c h i l d ? I t i s t o b e l i e v e i n l o v e , t o b e l i e v e in loveliness, t o b e l i e v e in b e l i e f ; t o be so l i t t l e i t is t h a t t h e e l v e s can r e a c h , to w hispe r in your e a r ; i t is to turn pumpkins i n t o c o a c h e s and mice i n t o h o r s e s , lo w ne ss i n t o l o f t i n e s s and nothing in to e v erything . . . . F r a n c i s Thompson, " S h e l l y , " D u b l i n Revi ew, J u l y 1908 CHAPTER I THE PROBLEM Introduction "I j u s t l o v e l i t t l e dren." children." "I have always e n jo y e d young c h i l ­ Thes e and o t h e r s t a t e m e n t s have been c o n s i d e r e d by some t o be an i n d i c a t i o n t h a t t h e s p e a k e r was q u a l i f i e d t o be a k i n d e r g a r t e n teacher. F re id ric h Froebel pointed out the f a c t t h a t th e education of k i n d e r g a r t e n c h i l d r e n i n v o l v e s much more t h a n t h e l o v e o f o r en jo y m e n t o f young c h i l d r e n . Anyone who c l a i m s t o l o v e c h i l d r e n , who t h i n k s t h e y a r e r e a l c h a r m e r s , who t h i n k s t h e y a r e c u t e and l o v a b l e , e t c . , is not n eces­ s a r i l y q u a l i f i e d t o be an e f f e c t i v e t e a c h e r o f young c h i l d r e n . The t e a c h i n g o f t h e young c h i l d i n v o l v e s much more t h a n l o v i n g o r e n j o y i n g them. I t a l s o r e q u i r e s much more t h a n t h e p o s s e s s i o n o f a bag o f t r i c k s , o r s im p l y t h e knowledge o f a s p e c i f i c body o f s u b j e c t m a t t e r . Who s h o u l d t e a c h young c h i l d r e n ? special Shou ld t h e p e r s o n have any t r a i n i n g b e f o r e becoming a t e a c h e r o f k i n d e r g a r t e n e r s ? c o u r s e s s h o u l d be r e q u i r e d as a p a r t o f t h e p r o f e s s i o n a l kindergarten teachers? have? What p re p a ra tio n of What c o m p e t e n c i e s m us t a k i n d e r g a r t e n t e a c h e r What c o m p e t e n c i e s do k i n d e r g a r t e n t e a c h e r s have? Th is s t u d y examined t h e views and p e r c e p t i o n s o f p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s r e l a t i v e to these q u e stio n s. 1 2 T h e r e a r e some s t a t e s whi ch r e q u i r e s p e c i a l t r a i n i n g and i s s u e a c e r t i f i c a t e or l i c e n s e f o r a person to teach k in d e rg a rte n . Indiana is one s t a t e which does hav e t h i s r e q u i r e m e n t . In t h e s t a t e o f M i c h i g a n , anyone who has a g e n e r a l e l e m e n t a r y t e a c h i n g c e r t i f i c a t e i s e l i g i b l e t o t e a c h any g r a d e , k i n d e r g a r t e n through eig h th (K-8). No s p e c i a l c e r t i f i c a t e o r e n d o r s e m e n t i s r e ­ quired to teach kindergarten. Both I n d i a n a and Michi gan o f f e r e n d o r s e m e n t s in e a r l y c h i l d h o o d which may be added t o e x i s t i n g l i c e n s e s o r c e r t i f i c a t e s . In I n d i a n a , a k i n d e r g a r t e n e n d o r s e m e n t may be added t o an E a r l y C hi ld ho od E d u c a ti o n L i c e n s e o r t o an E l e m e n t a r y E d u c a t i o n L i c e n s e . In M ic h i g a n , e a r l y c h i l d h o o d e d u c a t i o n can be a mino r on an e l e m e n t a r y c e r t i f i c a t e . At t h e g r a d u a t e l e v e l , a "ZA" e n d o r s e m e n t ( e a r l y c h i l d h o o d ) is a v a i l a b l e on any e l e m e n t a r y c e r t i f i c a t e . I n d i a n a r e q u i r e s a k i n d e r g a r t e n l i c e n s e in o r d e r t o t e a c h k i n d e r ­ garten. T h i s l e g i s l a t i o n became e f f e c t i v e on Se pt em be r 1, 1982. M ich ig an does n o t r e q u i r e a s p e c i a l sim ilarities license. T h i s s t u d y a l s o examined and d i f f e r e n c e s i n p e r c e p t i o n s r e l a t e d t o k i n d e r g a r t e n t e a c h e r c o m p e t e n c i e s which may have r e s u l t e d from t h e s e d i v e r s e systems. P u r p o s e s o f t h e Study A p u r p o s e o f t h i s s t u d y was t o examine t h e c o m p e t e n c i e s k i n d e r ­ g a r t e n t e a c h e r s p e r c e i v e t o be i m p o r t a n t f o r e f f e c t i v e k i n d e r g a r t e n t e a c h i n g , t h e e x t e n t t o which t h e y f e e l and t h e e x t e n t t o which t h e y f e e l they use th e s e com petencies, t h e i r professional gram p r e p a r e d them t o u s e t h e s e c o m p e t e n c i e s . necessity for a special preparation pro­ T heir ideas about the l i c e n s e / c e r t i f i c a t e were a l s o examined. 3 A n o t h e r p u r p o s e o f t h i s s t u d y was t o examine t h e c o m p e t e n c i e s k in d erg a rte n te a c h e rs with Indiana k in d erg a rte n lic e n ses/en d o rse m e n ts p e r c e i v e t o be i m p o r t a n t f o r e f f e c t i v e k i n d e r g a r t e n t e a c h i n g , t h e e x t e n t t o which t h e y f e e l t o which t h e y f e e l t h e y u s e t h e s e c o m p e t e n c i e s , and t h e e x t e n t t h e i r professional them t o u s e t h e s e c o m p e t e n c i e s . p r e p a r a t i o n programs p r e p a r e d S p e c i f i c s o f c o u r s e work and compe­ t e n c i e s p e r c e i v e d t o be n e c e s s a r y were a l s o examined. This s t u d y a l s o examined t h e c o m p e t e n c i e s k i n d e r g a r t e n t e a c h e r s in Michigan w i t h o u t k i n d e r g a r t e n l i c e n s e s p e r c e i v e t o be i m p o r t a n t f o r e f f e c t i v e k i n d e r g a r t e n t e a c h i n g , t h e e x t e n t t o which t h e y f e e l use t h e s e c o m p e t e n c i e s , and t h e e x t e n t t o which t h e y f e e l professional petencies. they their p r e p a r a t i o n programs p r e p a r e d them t o use t h e s e com­ S p e c i f i c s o f c o u r s e work and c o m p e t e n c i e s p e r c e i v e d t o be n e c e s s a r y wer e a l s o e x a m i n e d „ The r e s p o n s e s o f a l l surveyed k i n d e r g a r t e n / e a r l y childhood e d u c a t o r s were a n a l y z e d t o a s s e s s t h e i r p e r c e p t i o n s . o f t h e two g r o u p s w er e t h e n compa red. The r e s p o n s e s C o n c l u s i o n s were made, a n d , b a s ed on t h e d a t a , r ec om m e n d a ti o n s r e g a r d i n g p r e p a r a t i o n and c e r t i ­ f i c a t i o n / l i c e n s i n g o f k i n d e r g a r t e n t e a c h e r s were made. Need f o r t h e Study Many a u t h o r i t i e s ( S r . Mary o f Marygrove C o l l e g e in D e t r o i t ; El kind & Lyke, 1975; L a p e e r , S k i p p e r , & W i t h e r s p o o n , 1979) g e n e r a l l y a g r e e th at there are special dren. c o m p e t e n c i e s needed by t e a c h e r s o f young c h i l ­ Y e t , a s e a r c h o f t h e l i t e r a t u r e r e v e a l e d r e l a t i v e l y few r e s e a r c h stu d ies r e l a te d to a sp e c ia liz e d teacher c e r t i f i c a t i o n program f o r t h e 4 k i n d e r g a r t e n a n d / o r e a r l y c h i l d h o o d e d u c a t o r o r t o what s p e c i f i c com­ p e t e n c i e s were f e l t t o be n e c e s s a r y f o r e f f e c t i v e t e a c h i n g a t t h i s level. The Commission on E x c e l l e n c e in E d u c a t i o n (1982) and many p r o j e c t r e p o r t s (The C a r n e g i e R e p o r t , 1982) have v o i c e d t h e i r c o n c e r n f o r b e t t e r s c h o o l s , which t h e y s u g g e s t may r e s u l t from b e t t e r t e a c h e r p r e p a r a t i o n , A u t h o r i t i e s in t h e f i e l d have l ong m a i n t a i n e d t h a t s p e c i f i c and c o m p l e t e , c a r e f u l l y p l a n n e d t r a i n i n g i s a p r e r e q u i s i t e t o becoming an e f f e c t i v e and m e a n i n g f u l t e a c h e r o f t h e v e ry young c h i l d r e n . (1971) w r o t e , "A p r e s c h o o l or k i n d e r g a r t e n t e a c h e r may p o s s e s s many d e s i r a b l e q u a l i t i e s and s t i l l children Le p e er n o t be an e f f e c t i v e t e a c h e r o f young . . . b a s i c i n f o r m a t i o n , u n d e r s t a n d i n g , k n o wl ed ge , s k i l l s , and a p p r e c i a t i o n s can o n l y be s e c u r e d t h r o u g h t r a i n i n g " (p. 139). Piaget (1969) i n d i c a t e d t h a t t h e y o u n g e r t h e c h i l d t o be t a u g h t , t h e more t r a i n i n g and e d u c a t i o n t h e t e a c h e r s h o u l d p o s s e s s . Many p r i n c i p a l s , s u p e r i n t e n d e n t s , and s t a t e s u p e r i n t e n d e n t s have f e l t t h a t t e a c h e r s o f young c h i l d r e n s h o u l d be h i g h l y t r a i n e d . S r . Mary f e l t t h a t t h e p r e ­ sc h o o l and k i n d e r g a r t e n t e a c h e r s m ig h t even r e q u i r e more s o p h i s t i c a t e d t r a i n i n g t h a n o t h e r s b e c a u s e o f t h e need f o r a wide v a r i e t y o f complex sk ills, i n c l u d i n g a b r o a d ba ckground o f e x p e r i e n c e , i n t e n s e knowledge o f c h i l d d e v e lo p m en t and e a r l y c h i l d h o o d e d u c a t i o n programs ( 1 9 6 9 ) . In s p i t e o f t h e a f o r e m e n t i o n e d d e c l a r a t i o n s in s u p p o r t o f s p e ­ c i a l i z e d t r a i n i n g f o r t h e t e a c h e r s o f young c h i l d r e n , t h e r e a r e s t i l l many s t a t e s t h a t have n o t a d o p te d s p e c i a l i z e d c e r t i f i c a t i o n programs f o r t e a c h e r s o f young c h i l d r e n . T h i s s t u d y was nee ded t o e x p l o r e what c o m p e t e n c i e s k i n d e r g a r t e n e d u c a t o r s f e l t were n e c e s s a r y t o f u n c t i o n 5 mos t e f f e c t i v e l y in t h e i r p o s i t i o n . I t was a l s o needed t o a s s e s s the e x t e n t t o which a s p e c i a l i z e d pr ogram o f k i n d e r g a r t e n t e a c h e r t r a i n i n g p r o d u c e d t e a c h e r s w i t h p e r c e p t i o n s o f c o m p e t e n c i e s d i f f e r e n t from k i n d e r g a r t e n t e a c h e r s who have n o t been s p e c i a l l y t r a i n e d . D e f i n i t i o n o f Terms For t h e p u r p o s e s o f t h i s s t u d y , t h e f o l l o w i n g d e f i n i t i o n s were used. K i n d e r g a r t e n i s t h e b e g i n n i n g o f formal s c h o o l i n g which m o st c h i l d r e n a t t e n d b e f o r e e n t e r i n g t h e f i r s t g r a d e . I n d i a n a k i n d e r g a r t e n l i c e n s e i s a t e a c h i n g l i c e n s e which allows a te a c h e r lic e n s e d in k in d erg a rte n -p rim a ry e d u catio n to teach a l l s u b j e c t s in k in d e r g a r t e n through grade t h r e e ( I n d i a n a R e g i s t e r , p. 1827). I n d i a n a k i n d e r g a r t e n e n d o r s e m e n t i s an a d d i t i o n t o t h e l i c e n s e i n e a r l y c h i l d h o o d e d u c a t i o n o r an a d d i t i o n t o t h e l i c e n s e i n e l e m e n t a r y e d u c a t i o n which q u a l i f i e s t h e h o l d e r t o t e a c h k i n d e r g a r t e n as wel l as p r e - k i n d e r g a r t e n c l a s s e s ( I n d i a n a R e g i s t e r , p. 18 25 ). Mic h ig a n "ZA" e n d o r s e m e n t i s a g r a d u a t e l e v e l e n d o r s e m e n t i n e a r l y c h i l d h o o d e d u c a t i o n a v a i l a b l e upon t h e c o m p l e t i o n o f 18 s e m e s t e r h o u r s . Co u rs e r e q u i r e m e n t s v a r y among c o l l e g e s and u n i v e r s i t i e s ( S t a t e C e r t i f i c a t i o n R e q u i r e m e n t s , p. 1 ) . Ass umptions The f o l l o w i n g a s s u m p t i o n s wer e made f o r t h e p u r p o s e s o f t h i s study. 1. K in d e rg a rte n t e a c h e r s of Indiana with k i n d e r g a r t e n l i c e n s e s and Mich igan k i n d e r g a r t e n t e a c h e r s w i t h o u t k i n d e r g a r t e n l i c e n s e s a c c u r a t e l y and s i n c e r e l y r e p o r t e d t h e i r p e r c e p t i o n s on t h e s u r v e y i n s t r u m e n t . 2. The s u r v e y i n s t r u m e n t a c c u r a t e l y r e p o r t e d k i n d e r g a r t e n t e a c h e r c o m p e t e n c i e s as i d e n t i f i e d by a pan el o f experts. 6 3. The k i n d e r g a r t e n t e a c h e r c o mp e t e n c i e s whi ch wer e i d e n ­ t i f i e d by a pa ne l o f e x p e r t s r e p r e s e n t e d a d e s i r a b l e standard. 4. The p o p u l a t i o n s o f t h e s t u d y were an a d e q u a t e samp le s o as t o a l l o w t h e f i n d i n g s t o be compared b e tw e en gr ou ps and g e n e r a l i z e d t o o t h e r s i m i l a r g r o u p s . L i m i t a t i o n s o f t h e Study The m a j o r l i m i t a t i o n s o f t h e s t u d y were t h e f o l l o w i n g . 1. The u s e o f a p a p e r and p e n c i l s u r v e y i n s t r u m e n t was t h e means t o c o l l e c t d a t a p e r t i n e n t t o t h e s t u d y , a n d , t h e r e f o r e , l i m i t a t i o n s and s t r e n g t h s e n t a i l e d in u s i n g such means a p p l i e d t o t h i s s t u d y . 2. The s u r v e y i n s t r u m e n t d e s i g n e d t o m ea s ur e t h e c o n g r u e n c e of te a c h e r p e rc e p tio n s o f competencies with s ta n d a rd s e s t a b l i s h e d by a pan el o f e x p e r t s was l i m i t e d t o t h e c o m p e t e n c i e s i n c l u d e d in t h e i n s t r u m e n t . 3. The p e r c e p t i o n s o f t e a c h e r s and t h e a c t u a l c i r c u m s t a n c e s i n which t h e y a r e o r have been i n v o l v e d may o r may n o t , i n v a r y i n g d e t a i l s , have been c o n g r u e n t w i t h one a n o t h e r . This s tu d y , however, did not p rete n d to i n v e s t i g a t e a c t u a l c i r c u m s t a n c e s , b u t i t d i d i n t e n d , as an i n i t i a l e x p l o r a t o r y s t u d y , t o examine d i f f e r i n g p e r c e p t i o n s from d i f f e r i n g groups of k in d erg a rte n te a c h e rs . Q u e s t i o n s Answered The q u e s t i o n s t h i s s t u d y a t t e m p t e d t o a ns we r w er e t h e f o l l o w i n g . 1. What c o m p e t e n c i e s do p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s p e r c e i v e t h e y need t o be e f f e c t i v e k i n d e r g a r t e n teachers? 2. Do I n d i a n a t e a c h e r s w i t h k i n d e r g a r t e n l i c e n s e s p e r ­ c e i v e needs d i f f e r e n t l y from Michi ga n k i n d e r g a r t e n t e a c h e r s w ith o u t l i c e n s e s o r endorsements? 3. What c o m p e t e n c i e s do p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s p e r c e i v e t h e y u s e i n t h e i r r o l e s as k i n d e r g a r t e n teachers? 4. Do I n d i a n a t e a c h e r s w i t h k i n d e r g a r t e n l i c e n s e s p e r c e i v e t h e y make d i f f e r e n t u s e o f c o m p e t e n c i e s t h a n do Michigan k in d erg a rte n te a c h e rs w ith o u t l ic e n s e s or endorsements? 7 5. What p r o f e s s i o n a l p r e p a r a t i o n do p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s p e r c e i v e t h e y s h o u l d have t o be e f f e c t i v e kindergarten teachers? 6. Do I n d i a n a t e a c h e r s w i t h k i n d e r g a r t e n l i c e n s e s p e r c e i v e t h e p r o f e s s i o n a l p r e p a r a t i o n needs o f k i n d e r g a r t e n t e a c h e r s d i f f e r e n t l y t h a n do M ic hi ga n k i n d e r g a r t e n tea c h e rs w ith o u t lic e n s e s or endorsements? 7. What a t t i t u d e s toward l i c e n s i n g o f k i n d e r g a r t e n t e a c h e r s do p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s h a v e ? 8. Do I n d i a n a t e a c h e r s w i t h k i n d e r g a r t e n l i c e n s e s have a t t i t u d e s to wa rd l i c e n s i n g o f k i n d e r g a r t e n t e a c h e r s d i f f e r e n t from t h o s e o f Michi gan k i n d e r g a r t e n t e a c h e r s w ith o u t l ic e n s e s or endorsements? Procedures A s u r v e y i n s t r u m e n t was d e s i g n e d t o g a t h e r t h e d a t a n e c e s s a r y t o ans wer t h e r e s e a r c h q u e s t i o n s . The it e m s f o r t h i s i n s t r u m e n t were d e v e l o p e d from i n f o r m a t i o n s u b m i t t e d by a pa n e l o f e x p e r t s . The panel o f e x p e r t s in t h e a r e a o f e a r l y c h i l d h o o d / k i n d e r g a r t e n e d u c a t i o n was i d e n t i f i e d from t h e r a n k s o f c o l l e g e , u n i v e r s i t y , s t a t e d e p a r t m e n t , and p u b l i c sc h o o l p e r s o n n e l . They were a s k ed t o s u b m i t a l i s t o f compe­ ten c ies r e la te d to kindergarten te a c h e rs. A c o m p o s i t e l i s t was made from t h o s e it e m s s u b m i t t e d . A randomly s e l e c t e d s a m p l in g o f M ich ig an k i n d e r g a r t e n t e a c h e r s w i t h o u t k i n d e r g a r t e n l i c e n s e s o r e n d o r s e m e n t s was i d e n t i f i e d . Those I n d i a n a t e a c h e r s who had o b t a i n e d k i n d e r g a r t e n l i c e n s e s / e n d o r s e m e n t s wer e a l s o i d e n t i f i e d . The s u r v e y i n s t r u m e n t was t h e n m a i l e d t o t h e s e two g r ou p s o f i n d i v i d u a l s . Responses on t h e c o m p l e t e d q u e s t i o n n a i r e s were t h e n a n a l y z e d and compared. F r e q u e n c i e s and p e r c e n t a g e s were g i v e n f o r each competency f o r a l l r e s p o n d i n g k i n d e r g a r t e n / e a r l y c h i l d ­ hood e d u c a t o r s . C l u s t e r s o f s i m i l a r c o m p e t e n c i e s were fo rm ed . Responses to c l u s t e r item s were compared between I n d i a n a and Michigan t e a c h e r s t o d e t e r m i n e i f a c l u s t e r o r c l u s t e r s were s i g n i f i c a n t l y d i f f e r e n t as a r e s u l t o f t e a c h e r l i c e n s i n g . Overview o f t h e Study C h a p t e r I o f t h e s t u d y has p r o v i d e d i n f o r m a t i o n r e l a t i v e t o t h e ba c kg ro un d o f t h e pr obl em as w e l l as t h e p u r p o s e o f and need f o r t h e study. Assum ption s and l i m i t a t i o n s were a d d r e s s e d . Terms were a l s o defined. Chapter II c o n s i s t s o f a l i t e r a t u r e review r e l a t i v e to the develop­ ment o f t h e c o n c e p t o f k i n d e r g a r t e n , t h e o r i e s o f c h i l d growth and d e v e l o p m e n t , c o m p e t e n c i e s s o u g h t f o r k i n d e r g a r t e n t e a c h e r s , views r e l a t e d t o t h e demand in some s t a t e s f o r s p e c i a l l y c e r t i f i e d / l i c e n s e d k i n d e r g a r t e n / e a r l y c h i l d h o o d t e a c h e r s , t h e d e v e lo p m en t o f t e a c h e r c e r t i f i c a t i o n t h r o u g h o u t t h e U n i t e d S t a t e s , and t h e s t a t u s o f k i n d e r ­ g a r t e n / e a r l y childhood c e r t i f i c a t i o n in I n d i a n a and M ic hi ga n. C h a p t e r I I I d i s c u s s e s t h e d e s i g n o f t h e s t u d y and includes a d e s c r i p t i o n o f t h e s a m p l e , t h e s u r v e y i n s t r u m e n t and i t s d e v e l o p m e n t , t h e method o f d a t a c o l l e c t i o n , and t h e d a t a a n a l y s i s p r o c e d u r e s u s e d . C h a p t e r IV p r e s e n t s a n a l y s e s o f t h e d a t a c o l l e c t e d . C h a p t e r V i n c l u d e s a summary o f t h e s t u d y , c o n c l u s i o n s , and recom men da tions r e g a r d i n g t h e l i c e n s i n g o f k i n d e r g a r t e n t e a c h e r s , as w e l l as r ec om me nda tio ns f o r f u t u r e r e s e a r c h . CHAPTER I I REVIEW OF RELATED LITERATURE Introduction T hi s r e v i e w o f l i t e r a t u r e a d d r e s s e s s e v e n q u e s t i o n s as t h e y r e l a t e to th e purposes o f th e s tu d y . 1. How d i d t h e c o n c e p t o f k i n d e r g a r t e n d e v e l o p ? 2. What t h e o r i e s o f c h i l d growth and d e v e lo p m e n t have con­ t r i b u t e d t o t h e growth o f k i n d e r g a r t e n ? 3. What c o m p e t e n c i e s w e r e / a r e s o u g h t f o r k i n d e r g a r t e n teachers? 4. How d i d t e a c h e r c e r t i f i c a t i o n d e v e l o p and grow? 5. What a r e t h e views r e l a t e d t o t h e demand in some s t a t e s for specially c e rtifie d /lic e n se d kindergarten/early childhood tea c h e rs? 6. What i s t h e s t a t u s o f k i n d e r g a r t e n and e a r l y c h i l d h o o d tea c h e r c e r t i f i c a t i o n throughout the United S ta te s ? 7. What i s t h e s t a t u s o f k i n d e r g a r t e n and e a r l y c h i l d h o o d t e a c h e r c e r t i f i c a t i o n in Michi gan and I n d i a n a ? The Conc ep t o f K i n d e r g a r t e n Develops I n t e r e s t in t h e d e v e lo p m e n t o f s c h o o l s a p p r o p r i a t e f o r f o u r and f i v e y e a r o l d s and i n t h e e d u c a t i o n o f t e a c h e r s t o be e s p e c i a l l y t r a i n e d t o d e a l w i t h them had i t s o r i g i n s i n t h e n i n e t e e n t h c e n t u r y . The p ro ble m o f how t o i n d u c t young c h i l d r e n i n t o t h e c u l t u r e has engaged t h e e n e r g i e s o f p h i l o s o p h e r s and e d u c a t o r s t h r o u g h o u t t h e a g e s . U n d e r s t a n d i n g o f t h e n a t u r e o f c h i l d r e n and r e c o g n i t i o n o f t h e i r s p e c i a l n ee ds have come s l o w l y ; many o f t h e t h e o r i e s and p r a c t i c e s o f 9 10 e a r l y e d u c a t o r s have had t o be d i s c a r d e d i n l i g h t o f o u r p r e s e n t knowl­ edge. But many o f t h e s o l u t i o n s t h a t t h e y p r o p o s e d have p e r s i s t e d , sometimes i n m o d i f i e d fo rm. The modern k i n d e r g a r t e n i s t h e f r u i t o f c e n t u r i e s o f t h o u g h t and e x p e r i m e n t a t i o n . The Greek p h i l o s o p h e r P l a t o p o i n t e d o u t t h e i m p o r t a n c e o f e a r l y y ears of childhood. Li ke most o t h e r s o f h i s d a y , P l a t o b e l i e v e d t h a t deformed c h i l d r e n and t h e o f f s p r i n g o f " i n f e r i o r " p e o p l e s h o u l d be " p u t away i n some s e c r e t place"-, y e t he was s u f f i c i e n t l y a d v an ced t o make a community n u r s e r y p a r t o f h i s i d e a l commonwealth. One o f h i s c h i e f c o n c e r n s i n t h e R e p u b l i c was t o o u t l i n e a s y s t e m o f e d u c a t i o n t h a t would d e v e l o p good c i t i z e n s f o r t h e p e r f e c t s t a t e he e n v i s a g e d . s y s t e m t h a t he f o r m u l a t e d was t o i n f l u e n c e e d u c a t i o n a l centuries. some s p e c i a l The t h o u g h t f o r many P l a t o c l a i m e d t h a t each c h i l d was f i t t e d by n a t u r e f o r t a s k - - f r o m s i m p l e l a b o r e r t o r u l e r - - a n d t h a t t h e goa l o f e d u c a t i o n was t o p r e p a r e him f o r t h a t t a s k . He t h e n was "modern" in h i s i d e a t h a t t h e i n d i v i d u a l d i f f e r e n c e s among c h i l d r e n s h o u l d be r e c o g n i z e d by t h e s c h o o l s , a l t h o u g h we t o d a y do n o t t a k e so l i m i t e d a view o f t h e c h i l d ' s p o t e n t i a l i t i e s . For s e v e r a l c e n t u r i e s a f t e r P l a t o ' s t i m e , h i s t o r y r e c o r d s no o u t s t a n d i n g e d u c a t o r who was p r i m a r i l y c o n c e r n e d w i t h t h e t r a i n i n g o f young c h i l d r e n . In 1416, a copy o f Q u i n t i l i a n ' s I n s t i t u t i o n i s Ora - t o r i a 1 , w r i t t e n in t h e f i r s t c e n t u r y A . D . , was d i s c o v e r e d . c o v e ry o f t h i s wor k, which d e s c r i b e d in d e t a i l The d i s ­ t h e o l d Roman t h e o r y o f e d u c a t i o n , gave i mp etu s t o t h e d e v e lo p m e n t o f " c o u r t s c h o o l s " t h r o u g h ­ out Ita ly . 11 One o f t h e most i n f l u e n t i a l t e a c h e r s o f t h e c o u r t s c h o o l s was V i t t o r i n o da F e l t r e ( 1 37 8- 1 4 4 6 ) who e s t a b l i s h e d a sc ho ol boys from t h e age o f 9 o r 10 t h r o u g h t h e age o f 21. in Mantua f o r A l th ou gh da F e l t r e ' s p u p i l s were much o l d e r t h a n t o d a y ' s k i n d e r g a r t e n e r s , t h e p r i n ­ c i p l e s by which t h e y were e d u c a t e d were b ot h r e v o l u t i o n a r y f o r t h e ti m e and s t r i k i n g l y s i m i l a r t o many o f t h e p r i n c i p l e s o f t h e modern k i n d e r ­ garten education. Another o f th e e a r l i e s t e d u c a to rs to .a p p re c ia te the importance of t r a i n i n g f o r young c h i l d r e n was Joh n Amos Comenius (1592-1670), a Morovian b i s h o p who, when e x i l e d from h i s n a t i v e c o u n t r y , t o o k c h a r g e of a sc h o o l in P o l a n d . As t h e r e s u l t o f h i s e x p e r i e n c e s , he w r o t e The G r e a t D i d a c t i c , i n which he f o r m u l a t e d t h e p r i n c i p l e s u n d e r l y i n g e d u c a ­ t i o n as he saw i t . He b e l i e v e d t h a t a l l e d u c a t i o n must be c a r e f u l l y g r a d e d and a r r a n g e d t o f o l l o w t h e o r d e r o f n a t u r e , b e g i n n i n g w i t h t h e e a s i e s t and a d v a n c i n g t o t h e d i f f i c u l t , from t h e n e a r t o t h e r e m o t e , from t h e g e n e r a l t o t h e s p e c i f i c , and from t h e known t o t h e unknown. Li ke h i s c o n t e m p o r a r i e s , Comenius b e l i e v e d in t h e i n n a t e d e p r a v i t y o f man. However, he a l s o b e l i e v e d t h a t m a n 's d e p ra v e d t e n d e n c i e s c o u ld be r e d i r e c t e d t h r o u g h p r o p e r e d u c a t i o n and n u r t u r e begun a t an e a r l y age ( L a m b e r t , 19 58 ) . In t e a c h i n g young c h i l d r e n , Comenius ur ge d t h a t t h e t e a c h e r a p p e a l t o t h e c h i l d ' s s e n s o r y p e r c e p t i o n s and t h a t he u s e m a t e r i a l s b a s ed on t h e c h i l d ' s own e x p e r i e n c e s . He a l s o e m ph as ize d t h e impor­ t a n c e o f p l a y , which he c o n s i d e r e d an i n t e g r a l p a rt of child l i f e . One o f t h e m o st v oc a l champions o f t h e r i g h t s o f c h i l d r e n in t h e modern e r a was t h e French p h i l o s o p h e r J e a n - J a c q u e s Rousseau (1712- 12 1 778). A lt ho ug h much o f h i s p s y c h o l o g y to d ay seems f a u l t y , he c o r ­ r e c t l y l a i d g r e a t e m p h a s is on t h e i m p o r t a n c e f o r s t u d y i n g t h e c h i l d i n o r d e r t o p l a n an a d e q u a t e e d u c a t i o n a l program f o r him. U n l i k e many o f h i s c o n t e m p o r a r i e s , Rousseau d i d n o t b e l i e v e t h e c h i l d t o be e v i l by nature. Rousseau r e c o g n i z e d i n d i v i d u a l d i f f e r e n c e s . Rousseau's e m ph as is upon s t u d y o f t h e c h i l d and h i s / h e r n a t u r e had g r e a t i n f l u e n c e on t h e work o f bo th F r o e b e l tional and P e s t a l o z z i and s t r o n g l y on t h e e d u c a ­ p r a c t i c e today. In c o n t r a s t t o R o u s s e a u , t h e Swiss Jo ha nn H e i n r i c h P e s t a l o z z i (1 7 4 6 -1 8 2 7 ) was a t e a c h e r who d e v e l o p e d h i s t h e o r i e s tio n with c h ild r e n . in a c t u a l associa­ Like R ousseau's b e l i e f t h a t in d iv id u a l d i f f e r e n c e s c o n d i t i o n e d d e v e l o p m e n t , " I t may be j u d i c i o u s , " he w r o t e , " t o t r e a t some p u p i l s w i t h marked a t t e n t i o n and t o g i v e up t h e i d e a o f b r i n g i n g o th e rs to high p e r f e c ti o n " c le a r th a t the social ( L a m b e r t , 1958, p. 4 ) . P e s t a l o z z i made i t s t a t u s o f a c h i l d o r h i s / h e r a p p e a r a n c e must n o t be an o b s t a c l e i n h i s o p p o r t u n i t y f o r an e d u c a t i o n . L i k e Comenius, P e s ta lo z z i recognized the value of sensory impres­ s i o n s i n t e a c h i n g young c h i l d r e n . t io n begins a t b i r t h , Pestalozzi child. put In a g r e e m e n t w i t h Dewey t h a t e d u c a ­ i m p r e s s i o n s f i r s t b e g i n t o crowd i n on t h e c h i l d . into p ractice Rousseau's e x h o r t a ti o n to study the He fo u n d wh at he b e l i e v e d t o be t h e way i n which c h i l d r e n l e a r n b e s t ; a n d , a l t h o u g h he d i d n o t f o r m u l a t e h i s p h i l o s o p h y c l e a r l y in any o f h i s w r i t i n g s , h i s example has i n f l u e n c e d e d u c a t o r s o f young c h ild re n throughout the world. One who was s t r o n g l y i n f l u e n c e d by P e s t a l o z z i was t h e German F r ie d r ic h Froebel ( 1 7 8 2 - 1 8 5 2 ) , and he i s c a l l e d the " f a t h e r of the 13 kindergarten." I t was F r o e b e l who f i r s t f o r m u l a t e d a c o m p r e h e n s i v e t h e o r y o f e a r l y c h i l d h o o d e d u c a t i o n and a d e t a i l e d method f o r c a r r y i n g i t out. F r o e b e l had some e x p e r i e n c e w or ki ng w i t h and t e a c h i n g o l d e r boys and d e c i d e d t h a t t h e e a r l y y e a r s a r e o f g r e a t i m p o r t a n c e and f e l t strongly that P e sta lo z z i's t h e y s h o u l d r e c e i v e v e ry c a r e f u l attention. Under i n f l u e n c e , he became e n g r o s s e d w i t h t h e v a l u e o f m usic and p l a y i n t h e e d u c a t i o n o f young c h i l d r e n . e s t a b l i s h i n g a p r i v a t e sc h o o l His f i r s t a t t e m p t s a t i n which t h e p l a y i d e a , m u s i c , and a c t i v ­ i t y were m o t i v a t e d by t h e i n t e r e s t s o f c h i l d r e n a l o n e f a i l e d . d i d n o t g i v e up h i s c o n v i c t i o n t h a t e d u c a t i o n a l needed in t h e e a r l y y e a r s o f c h i l d h o o d . several years Fr oe bel r e f o r m s were most Froebel pursued h is ambition l a t e r by s t a r t i n g a n o t h e r sc h o o l f o r young c h i l d r e n in which p l a y , games, s o n g s , and o t h e r a c t i v i t i e s were t h e d o m i n a t i n g characteristics. T h i s se co nd sc h o o l was a s u c c e s s , and i n 1840 Fr oe be l i n v e n t e d t h e name " k i n d e r g a r t e n " ki nd o f sc ho ol ( c h i l d r e n ' s garden) to d e s c r ib e the in which he b e l i e v e d . He viewed t h e c h i l d as a u n i q u e , c r e a t i v e , and p r o d u c t i v e p e r s o n who l e a r n e d t h r o u g h a c t i v i t y . Fr o e b el l a i d an i m p o r t a n t f o u n d a t i o n f o r wh at would be a l a t e r c o n c e p t i o n : c h i l d - c e n t e r e d school (Read & P a t t e r s o n , 1976, p. 4 7 ) . The f i r s t p u b l i c s c h o o l S t. Louis, M issouri. the k i n d e r g a r t e n was e s t a b l i s h e d i n 1873 in The s u c c e s s o f t h i s f i r s t c l a s s i s e v i d e n c e d by t h e f a c t t h a t by 1879 t h e r e were 53 k i n d e r g a r t e n s in t h e S t . Louis public schools. By t h e t u r n o f t h e t w e n t i e t h c e n t u r y , k i n d e r g a r t e n s were e s t a b ­ l i s h e d i n 30 s t a t e s w i t h t w o - t h i r d s o f t h e 4500 programs s p o n s o r e d by p r i v a t e , h u m a n i t a r i a n o r g a n i z a t i o n s such as c h u r c h e s , m i s s i o n s , and 14 p h ila n th ro p ic agencies ( B u t t s , 19 55 ). Th is growth o f k i n d e r g a r t e n s in t h e p r i v a t e s e c t o r ac companied two views p o p u l a r in s o c i e t y d u r i n g t h e end o f t h e n i n e t e e n t h c e n t u r y : ( a ) t h a t c h i l d r e n nee ded and d e s e r v e d l o v i n g and ki n d n u t u r a n c e , and (b) t h a t t h e po or s h o u l d be p r e p a r e d fo r vocations. K i n d e r g a r t e n was seen as a program t h a t c o u l d i m p l e ­ ment t h e s e i d e a s . At t h e t u r n o f t h e t w e n t i e t h c e n t u r y , t h e r e were two d i s t i n c t p o i n t s o f view a b o u t t h e c o n d u c t o f k i n d e r g a r t e n e d u c a t i o n . One group c o n t i n u e d t o f o l l o w F r o e b e l and a rg ue d a g a i n s t t h e r e v i s i o n o f h i s ideas. The o t h e r gr ou p was i n f l u e n c e d by G. S t a n l e y H a l l and John Dewey. Hal l was p r e s i d e n t o f C l a r k U n i v e r s i t y and c h a i r o f t h e d e p a r t ­ ment o f p s y c h o l o g y . Hall b e l i e v e d t h a t c h i l d r e n ' s in te re sts, feelings, and t h e i r p l a y were i m p o r t a n t f a c t o r s i n p l a n n i n g a c u r r i c u l u m . also believed th a t educational He t h e o r y and p r a c t i c e c o u l d ad va nc e on ly when t h e n a t u r e o f c h i l d h o o d and t h e s t a g e s o f d e v e l o p m e n t were c l e a r l y u n d e r s t o o d ( R e a d / P a t t e r s o n , 1976, p. 4 8 ) . John Dewey e s t a b l i s h e d an e l e m e n t a r y sc h o o l a t t h e U n i v e r s i t y o f Chicag o i n 1896. Dewey b e l i e v e d t h a t t h e c h i l d l e a r n e d as h e / s h e used r e a l o b j e c t s f o r r e a l p u r p o s e s , as h e / s h e coped w i t h r e a l situations, as h e / s h e managed and u n d e r s t o o d h i s / h e r own e x p e r i e n c e , and as h e / s h e j u d g e d h i s / h e r own work. He a l s o b e l i e v e d t h a t r e a l o b j e c t s and r e a l s i t u a t i o n s w i t h i n t h e c h i l d ' s own s o c i a l s e t t i n g c o u l d be u s e d f o r p ro ble m s o l v i n g and l e a r n i n g . The i m p a c t o f H a l l and Dewey's i d e a s on t h e i r own s t u d e n t s as wel l as on t e a c h e r e d u c a t i o n a c c o u n t s i n p a r t f o r t h e d e v e l o p m e n t o f t h e u n i q u e c h a r a c t e r o f k i n d e r g a r t e n in t h e U n i t e d S t a t e s . 15 About 1912, t h e r e was a f l u r r y o f e x c i t e m e n t in e d u c a t i o n a l c i r c l e s o v e r a new s y s t e m o f e d u c a t i o n d e v e l o p e d by Ma ria M o n t e s s o r i in I t a l y . A number o f p e o p l e v i s i t e d Mi l a n t o o b s e r v e h e r s y s t e m . In g e n e r a l , t h e y c o n c l u d e d t h a t h e r sys tem d i d n o t a l l o w a c h i l d t o be s p o n t a n e o u s , t h a t t h e g o a l s o f t h e program were t o o n a r r o w , and t h a t i t was a f o r m a l , m e c h a n i c a l s y s te m n o t c o m p a t i b l e w i t h c u r r e n t knowledge about le a rn in g . th e United S t a te s Some p r i v a t e M o n t e s s o r i s c h o o l s were e s t a b l i s h e d in in t h e m i d - 1 9 2 0 s , b u t most were d i s c o n t i n u e d o r changed t h e i r form i n t h e 1930s and ' 4 0 s . a g a i n in t h e 1960s. However, t h e y were r e v i v e d Some hav e f o l l o w e d t h e o r i g i n a l M o n t e s s o r i ideas q u i t e c l o s e l y , w h i l e o t h e r s a r e v a r i a t i o n s o f t h e s y s te m . From 1900 t o 1925, k i n d e r g a r t e n e d u c a t i o n was c h a r a c t e r i z e d by d e b a t e , e x p e r i m e n t a t i o n , and c u r r i c u l u m d e v e lo p m e n t . A c r o s s t h e co u n ­ t r y t h e r e were p e o p l e d e e p l y i n v o l v e d in p l a n n i n g and r e v i s i n g k i n d e r ­ g a r t e n programs in l i g h t o f new knowledge. The d i v e r s i t y o f s c h o o l s y s te m s and t h e l a r g e number o f i n s t i t u ­ t i o n s p r o v i d i n g t e a c h e r e d u c a t i o n seem t o make i m p o s s i b l e any s i n g l e , p r e c i s e d e s c r i p t i o n o f e a r l y o r c o n te m p o ra r y k i n d e r g a r t e n . t h e t w e n t i e t h c e n t u r y , k i n d e r g a r t e n c u r r i c u l u m and i t s Throughout r a t i o n a l e have been i n f l u e n c e d by p o l i t i c a l , e co no mi c, and s o c i a l e v e n t s , as w e l l as t h e a c c u m u l a t i o n o f i n f o r m a t i o n from s t u d i e s i n p s y c h o l o g y , s o c i o l o g y , a n t h r o p o l o g y , and c h i l d d e v e l o p m e n t . For e xa mp le, in t h e 1 9 2 0 s , p r o ­ grams w er e l i k e l y t o r e f l e c t " h a b i t t r a i n i n g " b as ed on Edward L. T h o r n d i k e and John B. W a t s o n ' s i d e a s . grams was Expa ns ion o f k i n d e r g a r t e n p r o ­ c u r t a i l e d during the Depression. In t h e 1 9 3 0 s , Arno ld G e s e l l ' s s t u d i e s , b a s e d on h i s views o f m a t u r a t i o n , were i n t e r p r e t e d as 16 "age norms" f o r many k i n d e r g a r t e n c h i l d r e n . In t h e 1940s and ' 5 0 s , t h e i n f l u e n c e o f t h e m ental h e a l t h movement a p p e a r e d i n programs which emphasized s o c ia l - e m o t i o n a l a d ju stm e n t. in tellectual In t h e 1960s emph as is on and l a n g u a g e d e v e lo p m e n t may be s e e n as a r e s p o n s e t o t h e need f o r s o p h i s t i c a t e d c o m p e t e n c i e s in a d u l t s i n an i n d u s t r i a l , t e c h n o ­ logical society. From t h e work o f Comenius, R o u s s e a u , P e s t a l o z z i , and F r o e b e l , modern e a r l y c h i l d h o o d e d u c a t i o n has e v o l v e d . Each o f t h e s e s c h o l a r s drew upon t h e work o f t h o s e who came b e f o r e him, s h a p i n g t h e i d e a s and practices tim es. i n l i g h t o f h i s own b e l i e f s and in t h e c o n t e x t o f h i s own T h e i r work has been m o d i f i e d and a m p l i f i e d by John Dewey, Maria M o n t e s s o r i , and t h e American k i n d e r g a r t e n movement, b u t rema ins t h e f o u n d a t i o n upon which e a r l y c h i l d h o o d e d u c a t i o n has been b u i l t . T h e o r i e s o f C h i l d Growth and Development which Have C o n t r i b u t e d t o t h e Growth o f K i n d e r g a r t e n Among t h e many i n v e s t i g a t o r s i n t h e a r e a o f c h i l d growth and d e v e lo p m e n t a r e t h r e e whose t h i n k i n g has c o n t r i b u t e d s i g n i f i c a n t l y t o o u r u n d e r s t a n d i n g o f human b e h a v i o r : Sigmund F r e u d , E r i k E r i k s o n , and J e a n P i a g e t ( R e a d / P a t t e r s o n , 19 7 6 ) . Many o t h e r i n v e s t i g a t o r s have made s i g n i f i c a n t c o n t r i b u t i o n s , b u t t h e y have n o t d e v e l o p e d such co mprehen­ sive th eo ries. The t h e o r i e s o f t h e s e t h r e e men were b a s e d on c a r e f u l o b s e r v a t i o n s o f human b e h a v i o r , much o f which was done u n d e r n a t u r a l r a t h e r than la b o r a to r y c o n d itio n s . The t h e o r i e s o f Sigmund Freud ( 1 9 5 7 , 1960) hav e g r e a t l y i n f l u e n c e d our u n d e rs ta n d in g of p e r s o n a l i t y development. His work i n t h e l a t e n i n e t e e n t h and e a r l y t w e n t i e t h c e n t u r i e s has been c a r r i e d f o r w a r d by 17 many o t h e r s and has become p a r t of o u r t h i n k i n g a b o u t p e r s o n a l i t y . It includes the concept of the unconscious, t h a t g r e a t r e s e r v o ir of u n i­ v e r s a l f e e l i n g w i t h i n u s , which we can n e v e r be d i r e c t l y aware o f , b u t which i n f l u e n c e s what we do . I t a l s o i n c l u d e s an e mp ha si s on t h e s i g ­ n i f i c a n c e o f t h e i n d i v i d u a l ' s e a r l i e s t e x p e r i e n c e in d e t e r m i n i n g a t t i ­ t u d e s and p a t t e r n s o f b e h a v i o r and t h e e x i s t e n c e o f i n f a n t s e x u a l i t y . Freud d e s c r i b e d t h e e a r l y s t a g e s i n d e v e lo p m e n t as t h e o r a l , t h e a n a l , and t h e p h a l l i c , w i t h t h e i r r e s p e c t i v e s o u r c e s o f e x c i t e m e n t and s a t i s f a c t i o n , f o l l o w e d by a l a t e n c y p e r i o d l a s t i n q u n t i l adolescence. He p o i n t e d t o t h e male and f e m a l e components i n t h e p e r s o n a l i t y o f e v e r y i n d i v i d u a l and t h e p r o c e s s a c h i l d goes t h r o u g h in e s t a b l i s h i n g h i s / h e r sex i d e n t i f i c a t i o n . The p r o c e s s o f d i s c o v e r i n g and a c c e p t i n g o n e ' s s e x , a c c o r d i n g t o F r e u d i a n t h e o r y , t a k e s p l a c e i n t h e f i r s t y e a r of l i f e and becomes t h e b a s i s f o r normal s e x u a l a d j u s t m e n t l a t e r i n l i f e . Ac c o r d in g t o Braun and Edwards ( 1 9 7 2 ) , Freud p o p u l a r i z e d t h e statem ent t h a t "all behavior is m otivated." He meant m o t i v a t e d by p a i n ­ f u l s t i m u l a t i o n , h o m e o s t a t i c n e e d , and s e x u a l a p p e t i t e o r by a c q u i r e d m o t i v e s b a s ed on t h e s e ; and t h i s c o n c e p t has g e n e r a l l y been s h a r e d by p h y s i o l o g i s t s and a c ad e m ic b e h a v i o r a l t h e o r i s t s . F r e u d ' s work s p r e a d t h e b e l i e f t h a t e a r l y e m o t i o n a l e x p e r i e n c e s are im portant while e a rly c o g n itiv e experiences are not. a p p e a r s t h a t t h e o p p o s i t e may p o s s i b l y be more t r u e . f u rn is h l i t t l e evidence t h a t the f a c t o r s I t now O bjective stu d ies im portant according to Freud's th eo ry of psychosexual development a re s i g n i f i c a n t . 18 Deasey (1978) spo ke o f F r e u d ' s i n t r o d u c t i o n o f t h e n o t i o n of r e p r e s s i o n i n e a r l y c h i l d h o o d , i n n e r c o n f l i c t , and r e - e n a c t m e n t o f ou r disturbing fan tasies therapy." in play, and a new p h a s e began which l e d t o " p l a y P l a y a c q u i r e d a new s i g n i f i c a n c e when s e e n a s t h e means by which a c h i l d c o u ld p e r f o r m a g a i n t h e h a p p e n i n g s which had a f f e c t e d him/ her deeply in h i s / h e r emotional life. The k i n d e r g a r t e n e r ' s a g g r e s s i o n in t h e c l a s s r o o m o r o u t in t h e s c h o o l y a r d c o u l d be i n t e r p r e t e d as a method o f c u r i n g some o f t h e e v i l e f f e c t s o f h o m e l i f e ; d o l l spanking was c l o s e l y c o n n e c t e d w i t h dreams o f r e t a l i a t i n g on o r s u f f e r i n g from a m other's a c ts . Rough p l a y c o u l d be o f p o s i t i v e b e n e f i t t o t h e a c t o r s and, t h e r e f o r e , n o t t o be r e p r e s s e d discipline. in t h e name o f mere o r d e r and One o f t h e most i m p o r t a n t o f l i f e t a s k s f o r a young c h i l d t o l e a r n i s how t o manage t h e s e e m o t i o n a l r e a c t i o n s and t h e r e b y f r e e h i m / h e r s e l f from t h i s overwhelming e x p e r i e n c e . I t i s h e r e we can u n d e r s t a n d how Freud was c o r r e c t i n s t r e s s i n g t h e i m p o r t a n c e o f e x p e r i e n c e s which comes b e f o r e t h e u s e o f l a n g u a g e . In t h e p r e - s c h o o l and k i n d e r g a r t e n y e a r s , boys o f f o u r and f i v e y e a r s o f age a s s e r t them­ s e l v e s i n v i g o r o u s , a g g r e s s i v e w a y s , i m i t a t i n g m al e s and n e e d i n g t o have t h e i r f a t h e r s ' a t t e n t i o n and a p p r o v a l . The s t a f f i n s c h o o l s f o r young c h i l d r e n may be p r e d o m i n a n t l y f e m a l e , b u t i t s h o u l d n o t be e x c l u s i v e l y s o . G i r l s , a l s o , need c o n ­ t a c t s w i t h males i n o r d e r t o d e v e l o p t h e i r f e m i n i n i t y ( R e a d / P a t t e r s o n , 19 76) . G i r l s s h i f t t o a new r e l a t i o n s h i p w i t h t h e i r m o t h e r s , t h a t i s , i d e n t i f y i n g w i t h t h e m ot he r as a f e m a l e . The s h i f t t o i d e n t i f y i n g w i t h t h e s a m e - se x p a r e n t i s more g r a d u a l f o r g i r l s t h a n f o r bo ys . 19 In t h e k i n d e r g a r t e n t h e t e a c h e r o b s e r v e s t h e i n t e r e s t t h a t c h i l ­ d r e n have i n each o t h e r ( R e a d / P a t t e r s o n , 1976). all A c c o r d in g t o F r e u d , c h i l d r e n a r e i n t e r e s t e d i n d i f f e r e n c e s i n sex and t h e s u b j e c t o f b a b i e s and where t h e y come fro m . They have many m i s c o n c e p t i o n s which can s l o w l y be c l e a r e d up by o f f e r i n g c o r r e c t i n f o r m a t i o n as i t i s w a nt e d . In n u r s e r y s c h o o l s and k i n d e r g a r t e n s , bo th boys and g i r l s o u t male and f e m a l e r o l e s try in t h e i r s o c i o d r a m a t i c p l a y , as t h e y s e e k t o d i s c o v e r more a b o u t wh a t t h e s e r o l e s a r e l i k e in t h e grown-up w o r l d . A c c o r d in g t o L e p e e r , D a l e s , S k i p p e r , and W ith e rsp oo n ( 1 9 7 4 ) , u n t i l the i m p a c t o f F r e u d ' s t h e o r i e s began t o be f e l t i n t h e e a r l y p a r t o f t h e p r e s e n t c e n t u r y , i t was a l l t o o commonly b e l i e v e d t h a t t h e e a r l y y e a r s were u n i m p o r t a n t as long as t h e p h y s i c a l needs o f t h e c h i l d were met. Only a f t e r c h i l d r e n a c t i v e l y became i n v o l v e d i n k i n d e r g a r t e n d i d p a re n ts begin to understand t h a t a ll p r e v i o u s p r e - s c h o o l y e a r s from b i r t h t o t h e p r e s e n t age o f f o u r o r f i v e had a d r a m a t i c i n f l u e n c e on all t h a t has happe ned t o t h e c h i l d ' s p e r s o n a l i t y and a t t i t u d e s and a r e v e ry i m p o r t a n t t o l a t e r d e v e l o p m e n t . A n o t h e r c o n t r i b u t o r in t h e a r e a o f c h i l d growth and de v e lo p m en t was E r i k E r i k s o n . His i n t e r e s t in p e r s o n a l i t y d e v e lo p m e n t l e d him t o observe people in d i f f e r e n t c u l t u r e s . From h i s s t u d i e s he f o r m u l a t e d a t h e o r y o f s t a g e s i n p e r s o n a l i t y g r o w t h , w i t h e ach s t a g e h a v i n g a major " t a s k . " A c c o r d in g t o E r i k s o n , a " t a s k " c o n s i s t s o f r e s o l v i n g t h e c o n f l i c t i n g impulses t h a t c h a r a c t e r i z e th e s ta g e in a f a v o r a b le d i r e c ­ t i o n ( R e a d / P a t t e r s o n , 19 76 ). The f i r s t and mo st b a s i c t a s k i n h e a l t h y p e r s o n a l i t y d e v e lo p m e n t i s a c h ie v in g a sense of t r u s t outweighing th e sense of m i s t r u s t . In 20 t h e f i r s t y e a r o r more o f l i f e , t h e i n f a n t needs t o f e e l t h a t t h e wor ld i s a t r u s t w o r t h y p l a c e and t h e i n f a n t i t s e l f i s t r u s t w o r t h y . Th is s e n s e o f t r u s t w i l l grow o u t o f t h e e x p e r i e n c e s t h e i n f a n t has w i t h h i s / h e r p r i m a r y c a r e - g i v e r and l a t e r w i t h o t h e r s i g n i f i c a n t p e o p l e in h i s / h e r wor ld ( P e t r o n e , 1976). E r i k E r i k s o n (1956) p o s t u l a t e d b a s i c t r u s t or m i s t r u s t o f p a r e n t s , which i n f a n t s g e n e r a l i z e t o be t h e wor ld a t l a r g e , as t h e c r u c i a l relationships. mutu al t r u s t . The q u a l i t y o f t h e e m o t io n a l Parental in te ra c tio n influences a f f e c t i o n , t r a n s l a t e d i n t o m e e t i n g p h y s i c a l and emotional n eeds, r e s u l t s i n t h e h a p p y, c a r i n g baby who l o v e s , r e l a t e s , and c o n f i d e s i n o t h e r s . I n f a n t s whose needs go u n a t t e n d e d become an x io u s , l o s e much b o d y - r e s t o r i n g s l e e p and t h e r e b y u p s e t t h e v e r y s e n ­ s i t i v e hom eostatic balance. necessary fo r a healthy The s eco nd t a s k i n A warm, p r e d i c t a b l e e m o t io n a l c l i m a t e i s personality. h e a l t h y p e r s o n a l i t y growth i s t h a t o f d e v e l o p ­ in g a s e n s e o f autonomy o u t w e i g h i n g t h e s e n s e o f shame o r d o u b t . A l r e a d y to w a rd t h e end o f t h e f i r s t y e a r , e v i d e n c e can be s e e n o f t h e c h i l d ’s w o rk in g on t h i s and t h i r d y e a r s . task. I t becomes t h e m a j o r t a s k o f t h e se con d The p r i m a r y c a r e - g i v e r must be s e n s i t i v e t o t h e g r e a t need o f t h e c h i l d t o a s s e r t h i s / h e r in d e p e n d e n c e a t t h i s t i m e . a "me do i t " s t a g e ; and i f the ch ild is perm itted to t h e c h a n ce t o b e g in t o t a k e s t e p s in o r g a n i z i n g as "do i t , " I t is s / h e has a learner. Out of b e i n g a ll o w e d t o be autonomous i s born an i n d e p e n d e n t i n d i v i d u a l c a p a b l e o f f e e l i n g "I am someone." The t h i r d t a s k in p e r s o n a l i t y growth as o u t l i n e d by E r i k s o n i s t h a t o f d e v e l o p i n g a s e n s e o f i n i t i a t i v e ou tw e ig hi ng t h e s e n s e o f g u i l t . 21 I t i s t h e i m p o r t a n t p e r s o n a l i t y t a s k o f a c h i l d o f t h r e e , f o u r , and f i v e .y e a r s . In t h i s s t a g e t h e c h i l d i s more a c t i v e l y e x p l o r i n g and i n v e s t i g a t i n g ; s /h e is beginning to a sk q u e s t i o n s , t o t h i n k new t h o u g h t s , t o t r y h i m / h e r s e l f o u t in a l l in itiativ e. ki nd s o f ways as s / h e t a k e s t h e The c h i l d i s a l s o d e v e l o p i n g a c o n s c i e n c e , a s e n s e of b e i n g r e s p o n s i b l e f o r a c t i o n s as an autonomous p e r s o n . A conscience is n e c e s s a r y and v a l u a b l e , b u t i t s h o u ld n o t c a r r y too heavy a l o a d a t t h i s p o in t in h e a lth y p e r s o n a l i t y growth. e a sily feel A f o u r o r f i v e y e a r o l d can t o o g u i l t y f o r some t r a n s g r e s s i o n o r g u i l t y f o r t h e wrong things. At t h i s s t a g e t h e c h i l d has an u r g e t o make and do t h i n g s . a c r e a t i v e p e rio d in p e r s o n a l i t y growth. I t is The k i n d e r g a r t e n c h i l d in t h i s s t a g e b e g i n s a new and i m a g i n a t i v e form o f p l a y . The c h i l d w i l l need a r e m i n d e r a b o u t t h e j o b a t hand and p e r h a p s may need h e l p in g e t t i n g on w i t h t h e t a s k , b u t t h i s can be done w i t h an a p p r e c i a t i o n f o r what s / h e has d i s c o v e r e d and f o r t h e e x c i t e m e n t s / h e f e e l s f o r t h i s discovery. When one i s f o u r o r f i v e y e a r s o l d , l i f e s h o u l d be made o f many e x p e r i e n c e s ( R e a d / P a t t e r s o n , 197 6) . T h i s p e r i o d i s an i m p o r t a n t one f o r i n t e l l e c t u a l d e v e l o p m e n t . The groundwork i s b e i n g l a i d f o r t h e c h i l d ' s c u r r e n t l e a r n i n g in k i n d e r g a r ­ t e n and f o r f u t u r e l e a r n i n g in s c h o o l . With a f i r m f o u n d a t i o n o f t r u s t and a s e n s e o f b e in g an autonomous p e r s o n , t h e c h i l d e x e r c i s e s h i s / h e r in itiativ e, t a k i n g h o l d o f o p p o r t u n i t i e s as o f f e r e d , and making some­ t h i n g o u t o f them. As young c h i l d r e n e n t e r k i n d e r g a r t e n , t h i s t a s k s h o u l d be c o n s i d e r e d a s t h e y a r e g u i d e d . Sound p e r s o n a l i t y growth must c o n t i n u e , so i t i s i m p o r t a n t t o e n c o u r a g e and s u p p o r t t h e c h i l d ' s sense of i n i t i a t i v e . 22 The f i n a l s t a g e , t h e d e v e l o p m e n t o f a s e n s e of i n d u s t r y o u t w e i g h ­ ing a s e n s e o f in a d e q u a c y o r i n f e r i o r i t y , is the im portant task of a k i n d e r g a r t e n c h i l d and c o n t i n u e s t h r o u g h t o a d o l e s c e n c e . At t h i s s t a g e t h e k i n d e r g a r t e n e r s e e s h i m / h e r s e l f as a "wo rk er" and a " l e a r n e r . " A c c o r d in g t o Braun and Edwards ( 1 9 7 2 ) , i n a r t i c u l a t i n g a f f e c t i v e growth d u r i n g d i f f e r e n t s t a g e s o f t h e l i f e c y c l e , t h e work o f E r i k E r i k s o n , h i s f o r m u l a t i o n s o f t h e s o c i o e m o t i o n a l d e v e l o p m e n t o f young c h i l d r e n have been w i d e l y a p p l i e d . The s t r u g g l e s a ro un d d e v e l o p i n g a s e n s e o f t r u s t , auto nom y, and i n i t i a t i v e a r e e x p e r i e n c e d d a i l y by c h i l d r e n in k i n d e r q a r t e n s e t t i n g s . In o r d e r t o f u l l y u n d e r s t a n d c h i l d r e n ' s p l i g h t , a t e a c h e r must t u n e into him /herself. I t is t h i s p ro cess o f awareness a ccording to Erikson t h a t i s e l u s i v e t o d e s c r i b e and d i f f i c u l t t o i n c u l c a t e . The t e a c h e r r e s p o n d s t o i s s u e s o f t r u s t when s / h e t r i e s t o b u i l d a r e l i a b l e , p r e d i c t a b l e environment in a k i n d e r g a r t e n classroom . Time, s p a c e , r o u t i n e s , and h i s / h e r own n u r t u r i n g r e l a t i o n s h i p v i s - a - v i s c h i l d r e n a r e t h e medium f o r t h i s a c c o m p l i s h m e n t ( P e t r o n e , 197 6) . J e a n P i a g e t ( 1 9 5 4 ) , a Swiss p s y c h o l o g i s t , became i n t e r e s t e d in o b s e r v i n g t h e d e v e lo p m e n t o f h i s own c h i l d r e n and d e v o t e d h i m s e l f t o s t u d y i n g t h e i r b e h a v i o r , e s p e c i a l l y t h e e v i d e n c e s o f r e a s o n i n g and judgment. He c o n t i n u e d t o o b s e r v e and i n t e r v i e w many c h i l d r e n and t h e n d e v e l o p e d a t h e o r y o f how c h i l d r e n t h i n k and l e a r n . P i a g e t has s o u g h t t o t r a c e how m o to r s k i l l s , p e r c e p t i o n s , and c o g ­ n i t i v e a b i l i t i e s a r e a c q u i r e d in a p r o c e s s o f a s s i m i l a t i n g new e x p e r i ­ en ce t o p r e - e x i s t i n g s t r u c t u r e s . P i a g e t t h e o r i z e d t h a t d e v e lo p m e n t t a k e s p l a c e in a s e r i e s o f s t a g e s , e ach b e i n g an ad va nc e from t h e l a s t 23 o n e , w i t h r e o r g a n i z a t i o n and a d a p t a t i o n g o i n g on c o n t i n u o u s l y ( Re ad / Patterson, 1976). The f i r s t s t a g e , from b i r t h t o a b o u t two y e a r s , P i a g e t c a l l s t h e sensorimotor stage. The normal i n f a n t i s c a p a b l e o f l o o k i n g , l i s t e n ­ i n g , f e e l i n g , t a s t i n g , s m e l l i n g , and moving. ability I t is through h i s / h e r t o a c t and t o o r g a n i z e p e r c e p t i o n s t h a t t h e i n f a n t b e g i n s t o know h i s / h e r p h y s i c a l and s o c i a l w o r l d . With e x p e r i e n c e s and m a t u r a ­ t i o n , t h e c h i l d ' s b e h a v i o r becomes i n t e n t i o n a l . The c h i l d comes t o know p e o p l e and o b j e c t s e x i s t when s / h e c a n n o t s e e them and when s / h e is not looking. The c h i l d f i n d s s / h e can make t h i n g s h a p p e n — a n t i c i p a t i n g e v e n t s , i m i t a t i n g s o u n d s , and u s i n g l a n g u a g e . Piaget c a l l s t h i s s e n so rim o to r l e a r n i n g , f o r i t ta k e s p la c e through using th e s e n s e s and movement. P i a g e t ' s se con d s t a g e i s from t h e ag e s two y e a r s t o s i x o r se ve n y e a r s and i s t h e p r e - o p e r a t i o n a l two s u b s t a g e s : thought. This s ta g e is d iv id e d in to p r e c o n c e p t u a l and i n i t i a t i v e t h o u g h t . During t h e p r e - c o n c e p t u a l s u b s t a g e , which e x t e n d s from a b o u t two t o f o u r y e a r s o f a g e , t h e c h i l d d e v e l o p s " s y m b o l i c f u n c t i o n " o r im a g e r y . What was known in a s e n s o r i m o t o r way i s now b e g i n n i n g t o be known by s i g n s and s ym bo ls . That i s , t h e c h i l d i s b e g i n n i n g t o u s e m ent al r e p r e s e n t a t i o n o f p e o p l e , o b j e c t s , and e v e n t s n o t p r e s e n t i n t h e im m ed i a te e n v i r o n m e n t . The c h i l d c o n t i n u e s t o u s e t h e s e n s o r i m o t o r mode, a l t h o u g h h i s / h e r i n t e l l e c t u a l d e v e lo p m en t from t h i s t i m e onward g r a d u a l l y moves to war d conceptual thinking. Duri ng t h e second s u b s t a g e , i n t u i t i v e t h o u g h t which a p p e a r s a t a p p r o x i m a t e l y f o u r y e a r s and e x t e n d s t o a b o u t s e v en y e a r s , P i a g e t 24 em ph a si ze d t h a t t h e c h i l d ' s t h o u g h t i s c h a r a c t e r i z e d by more complex r e p r e s e n t a t i o n , a l t h o u g h j u d g m e n ts c o n t i n u e t o be made on t h e b a s i s o f perceptions. The t h i r d s t a g e o f P i a g e t ' s theory is concrete o p e ra tio n s . This s t a g e b e g i n s a t a b o u t s e ve n y e a r s o f age and c o n t i n u e s t o e l e v e n o r twelve y e a r s . I t w ill n o t be d i s c u s s e d b e c a u s e t h i s s t u d y f o c u s e d on young c h i l d r e n . Te a c h i n g s t r a t e g i e s a r e b a s ed on t h e o r y . Observations of children ho ld more meaning when one can r e l a t e c h i l d b e h a v i o r t o s t a g e s o f g r ow t h. Read and P a t t e r s o n (197 6) s t a t e t h a t t h e a w a r e n e s s o f t h e r e f u s a l o f h e l p by a two y e a r o l d who p r o c e e d s down a s t e e p s l o p e i s e x e r c i s i n g h i s / h e r own u r g e t o be autonomous. When t h e c h i l d does not stop e x p lo rin g , touching e v e ry th in g , s /h e is lea rn in g c o n s ta n tly about the world through a l l of the senses. tio n s are evidences o f i n t e l l e c t u a l s t a n d what s / h e i s o b s e r v i n g . A three year o l d 's ques­ gro wth and t h e d e s i r e t o u n d e r ­ The g ro u p o f f o u r and f i v e y e a r o l d s a r g u i n g in a homemaking c o r n e r o f t h e k i n d e r g a r t e n have r e a c h e d a s t a g e o f competency in l a n g u a g e and can communicate and work o u t compro­ mises . A c c o r d in g t o Almy ( 1 9 7 5 ) , P i a g e t ' s t h e o r y has t o do more w i t h t h e way a c h i l d ' s c om p r e h e n s i o n o f h i s / h e r w or ld c h a n g e s , becoming more o r g a n i z e d , more o b j e c t i v e , and more c a p a b l e o f d e a l i n g w i t h r e l a t i o n ­ s h i p s among a b s t r a c t i o n s . I t is a developm ental, not a pedagogical, t h e o r y , a l t h o u g h , as P i a g e t has shown in h i s S c i e n c e o f E d u c a t i o n and t h e P s y c h o lo g y o f t h e C h i l d , i t c a r r i e s many i m p l i c a t i o n s f o r e d u c a ­ tion. 25 P i a g e t ' s t h e o r y and t h e e x p e r i m e n t a l work he has done have been i n t e r p r e t e d in d i f f e r e n t ways by d i f f e r e n t e d u c a t o r s . Many have drawn on h i s t h e o r y and f i n d i n g s t o d e t e r m i n e t h e o r d e r in which v a r i o u s c o n c e p t s a r e t o be p r e s e n t e d t o c h i l d r e n . Some have a d a p t e d f o r c l a s s r o o m u s e t h e t a s k s t h a t he p r e s e n t e d t o c h i l d r e n in o r d e r t o a s c e r ta in the level of t h e i r reasoning a b i l i t y . p o n e n t s o f t h e modern B r i t i s h O thers, including pro­ i n f a n t s c h o o l s , have t a k e n most s e r i ­ ously those a sp ects of the theory t h a t r e l a t e to a c h i l d 's i n t r i n s i c m o t i v a t i o n and have d e v e l o p e d c u r r i c u l a t h a t p r o v i d e l a r g e b l o c k s o f t i m e f o r c h i l d r e n t o work a t t h e i r own pace f o l l o w i n g t h e i r own interests. P r o p o n e n t s o f b o t h P i a g e t i a n t h e o r y and b e h a v i o r t h e o r y a r e c o n ­ c e r n e d t h a t an u l t i m a t e e f f e c t o f t h e e d u c a t i o n a l program s h o u l d be i n c r e a s e d compet enc e and f e e l i n g s o f s e l f - e s t e e m on t h e p a r t o f t h e child. Althou gh I have c ho sen o n l y t h r e e i n v e s t i g a t o r s o f c h i l d growth and d e v e l o p m e n t , t h e r e rema in many o t h e r s whose s t u d i e s have made s i g ­ n i f i c a n t i m p a c t on human b e h a v i o r . A c c o r d in g t o Almy ( 1 9 7 5 ) , d i f f e r e n t p s y c h o l o g i c a l and p e d a g o g i c a l t h e o r i e s s p e c i f y d i f f e r e n t g u i d a n c e and i n s t r u c t i o n a l s t r a t e g i e s on t h e part of tea c h e rs. D e s p i t e t h e a v i d i t y w i t h which a young k i n d e r g a r t e n c h i l d a c q u i r e s p r o f i c i e n c y i n h i s / h e r n a t i v e l a n g u a g e , t e a c h i n g t h a t age i n v o l v e s i n s t r u c t i o n t h a t i s more t h a n v e r b a l . S i n c e a t l e a s t t h e days o f P e s t a l o z z i , and e s p e c i a l l y s i n c e F r o e b e l , e d u c a t o r s have v e ry s t r o n g l y c o n s i d e r e d t h a t o b j e c t s , t o y s , games, and o t h e r e q uip m en t a r e as 26 essential t o t h e program in k i n d e r g a r t e n as bo o k s , p a p e r , and p e n c i l s a r e f o r o l d e r e l e m e n t a r y sc h o o l c h i l d r e n . When t h e d e c a d e o f t h e '60 s b e g a n , e q u i p m e n t and m a t e r i a l s f o r n u r s e r y s c h o o l s and k i n d e r g a r t e n s had become r e m a r k a b l y s t e r e o t y p e d . A s i d e from t h e f a c t t h a t some c l a s s r o o m s had many b u i l d i n g b l o c k s and o t h e r s fe w , t h a t some were c h a o t i c a l l y c l u t t e r e d and o t h e r s o r d e r l y , some had e a s i l y a c c e s s i b l e o u t d o o r s p a c e and e q u ip m e n t and o t h e r s l a c k e d i t , most n u r s e r y and k i n d e r g a r t e n rooms l o o k e d a l i k e . I t s h o u l d be e v i d e n t , a c c o r d i n g t o F r a z i e r ( 1 9 6 8 ) , t h a t s c h o o l s f o r young c h i l d r e n a r e o r g a n i z e d t o s e r v e many n e e d s . The f l e x i b i l i t y and b r e a d t h o f a g o o d , h e a l t h y k i n d e r g a r t e n c u r r i c u l u m p r o v i d e f o r t h e s e ne ed s w i t h o u t d i s t o r t i n g t h e l i f e s t y l e o f t h e young c h i l d . K indergartens a re developed to achieve c e r t a i n n ecessary g o als: s o c i a l i z a t i o n , school self-ex p ressio n . read in ess, learning s k i l l s , language s k i l l s , and Thes e i m p o r t a n t g o a l s a r e n o t s e r v e d e x c l u s i v e l y f o r k i n d e r g a r t e n , b u t t h e y rema in t h e g o a l s o f e d u c a t i o n as t h e c h i l d con­ t i n u e s t h r o u g h s c h o o l , a l t h o u g h l a t e r c h i l d h o o d programs e m p h a s i ze them less. Com pe ten cie s Sou gh t f o r K indergarten Teachers From t h e b e g i n n i n g , k i n d e r g a r t e n t e a c h e r s in t h i s c o u n t r y t h o u g h t o f t h e m s e l v e s as p r o f e s s i o n a l s , t h e i r work r e q u i r i n g s p e c i a l i z e d t r a i n ­ ing. A few German i m m ig r a n ts such as Emma Marwedel and M a ria Kr au s- B o e l t e , who had s t u d i e d w i t h F r o e b e l , t a u g h t some o f t h e e a r l i e s t k i n ­ dergarten tra in in g courses. As k i n d e r g a r t e n s became more p o p u l a r , both 27 c h a r i t y a s s o c i a t i o n s and e x p e r i e n c e d i n d i v i d u a l s opened s c h o o l s f o r p r o s p e c t i v e t e a c h e r s ( R o s s , 19 76). E a r l y k i n d e r g a r t e n t e a c h e r t r a i n i n g f o l l o w e d an a p p r e n t i c e s h i p m odel. The f i r s t k i n d e r g a r t e n t e a c h e r s , o u t o f n e c e s s i t y , were t r a i n e d using a p r a c t ic a l approach. The t i m e f o r t h e o r e t i c a l t r a i n i n g was l i m i t e d , as s t u d e n t s were needed f o r p r a c t i c a l work i n k i n d e r g a r t e n s . F r o e b e l i a n p h i l o s o p h y and p r i n c i p l e s were t h e b a s i s o f e a r l y k i n d e r ­ garten teacher tra in in g . The b e l i e f i n F r o e b e l i a n p h i l o s o p h y was e v i ­ d e n c ed i n t h e a t t i t u d e s o f p i o n e e r s . I t seemed as th ou gh n e i t h e r s e n tim e n tal concern f o r c h il d r e n nor p r a c t i c a l . teaching experience e q u i p p e d one t o c o n d u c t a k i n d e r g a r t e n w i t h o u t a t h o r o u g h knowledge o f Froebelian p rin c ip le s ( R o s s , 197 6) . K i n d e r g a r t e n s and k i n d e r g a r t e n t e a c h e r t r a i n i n g , t h e f o u n d a t i o n f o r a new s y s t e m o f e d u c a t i o n d u r i n g t h e 1 8 0 0 s , and t h e c o m p r e h e n s i v e n e s s o f F r o e b e l i a n p h i l o s o p h y s t o o d o u t in s t r i k i n g c o n t r a s t t o t h e m e a g e r n e s s o f t h e e d u c a t i o n a l t h e o r y which preceded i t . While many r e c e i v e d v e r y s p e c i a l i z e d t r a i n i n g in F r o e b e l i a n m et ho ­ d o l o g y , t h e t r a i n i n g was s i m p l i s t i c a l l y viewed as p r o v i d i n g one w i t h a v o c a t i o n t h a t p u r p o r t e d l y would n o t s u b v e r t m a t e r n a l instincts. K i n d e r g a r t e n t r a i n i n g was a c c e p t e d b e c a u s e i t was l i k e l y t o h e l p women become k n ow le dg e ab le as w e l l as l o v i n g m o t h e r s ( R o s s , 1 97 6) . As k i n d e r g a r t e n became more a c c e p t a b l e and p r e v a l e n t , t h e number o f s p e c i a l i z e d t r a i n i n g s c h o o l s i n c r e a s e d and a few w e ll- k n o w n normal s c h o o ls in tro d u c ed i n s t r u c t i o n in k in d e r g a r t e n t r a i n i n g . In 1880, a k i n d e r g a r t e n was opened in t h e S t a t e Normal School a t O sk o s h , Wiscon­ sin. T h i s was t h e f i r s t k i n d e r g a r t e n o f f i c i a l l y and d i r e c t l y c o n n e c t e d 28 w i t h any s t a t e normal sc h o o l in th e United S t a t e s (Vanderwalker, 190 8 ) . E a r l y k i n d e r g a r t e n t e a c h e r s were a s s i g n e d t o a c t u a l work i n t h e k i n d e r g a r t e n from t h e t i m e t h e y e n t e r e d t h e c l a s s e s . p l a c i n g t h e emph as is on t h e t e c h n i c a l This n e c e s s i t a t e d a s p e c t s o f t h e c o u r s e t h e m ot he r p l a y s , g i f t s and o c c u p a t i o n s , i n a h a l f - d a y s e s s i o n ( V a n d e r w a l k e r , 1908). As k i n d e r g a r t e n t r a i n i n g s c h o o l s g r ew , i n s t r u c t i o n i n o t h e r s u b j e c t s were added such as m u si c and a r t ; l a t e r , s u b j e c t s in n a tu re s t u d y , p h y s i c a l c u l t u r e , and s t o r y - t e l l i n g were i n t r o d u c e d and t h e n courses in psychology, l i t e r a t u r e , the curriculum . and o t h e r s u b j e c t s became p a r t o f The e s t a b l i s h m e n t o f k i n d e r g a r t e n t r a i n i n g d e p a r t m e n t s in normal s c h o o l s and o t h e r i n s t i t u t i o n s opened up a whole s e r i e s of q u e stio n s concerning th e o r g a n iz a tio n of k in d e rg a rte n t r a i n i n g . From t h e s t a n d p o i n t o f p e d a g o g i c a l p r i n c i p l e , t h e a p p r e n t i c e form o f t r a i n ­ in g which had been s t a t u s quo p r i o r t o t h e e s t a b l i s h m e n t o f k i n d e r g a r ­ t e n t r a i n i n g d e p a r t m e n t s i n normal s c h o o l s r e c e i v e d much c r i t i c i s m ( V a n d e r w a l k e r , 1908). The l a t e 1800s saw t h e o r g a n i z a t i o n o f k i n d e r g a r t e n d e p a r t m e n t s i n s t a t e and c i t y normal s c h o o l s . However, t h e t r a i n i n g o f k i n d e r g a r ­ t e n t e a c h e r s was n o t t h e p r i m a r y g o a l o f t h e s e d e p a r t m e n t s , r a t h e r t h e y aimed t o a c q u a i n t s t u d e n t s in g e n e ra l courses w ith th e procedures of t h e k i n d e r g a r t e n and t h e p r i n c i p l e s upon which t h e s e p r o c e d u r e s were based. O t h e r phenomena which c o n t r i b u t e d t o t h e gro wth o f k i n d e r g a r t e n s and k i n d e r g a r t e n t e a c h e r t r a i n i n g d u r i n g this p e r i o d in h i s t o r y were t h e "new p s y c h o lo g y " and s c i e n t i f i c method o f s t u d y i n g c h i l d r e n . While 29 p r e v i o u s methods f o r w o r k i n g w i t h young c h i l d r e n had c e n t e r e d a ro u n d Froebelian philosophy, the newer t r e n d s e s p o u s e d by G. S t a n l e y H a l l , W il li a m Burnham, Joh n Dewey, and o t h e r s were now b e i n g s t u d i e d by k i n d e r g a r t e n and p r i m a r y t e a c h e r s in u n i v e r s i t y c l a s s e s . p s y c h o lo g y " n o t o n l y gave a more fu n d am e n ta l The "new i n s i g h t in to the n a tu re of t h e e d u c a t i o n a l p r o c e s s , b u t i t d i g n i f i e d e d u c a t i o n and p l a c e d i t upon a s c ie n tif ic basis. Thes e new i n s i g h t s gave an added s i g n i f i c a n c e t o t h e k i n d e r g a r t e n which embodied t h e views t h a t were coming i n t o c on ­ sciousness. From t h e l a t e 1800s on , e d u c a t i o n a l e f f o r t began t o occupy i t s e l f f u n d a m e n t a l l y w i t h t h e pro ble ms o f e d u c a t i o n a l wal k e r , 1 9 0 8) . th eo ry (Vander­ The l i t e r a t u r e o f t h e k i n d e r g a r t e n had f a m i l i a r i z e d t h e p u b l i c w i t h t h e c o n c e p t i o n o f e d u c a t i o n as a p r o c e s s o f c o n t i n u o u s d e v e l o p m e n t , a p r o c e s s in which t h e c h i l d ' s c r e a t i v e a c t i v i t y must p l a y an i m p o r t a n t p a r t . The k i n d e r g a r t e n p l a y e d a p a r t in t h e r e o r g a n i z a ­ tio n of educational t h o u g h t b u t c ha ng es c o u ld n o t have been e f f e c t e d w i t h o u t t h e a i d o f t h e movements i n g e n e r a l - - t h e "new p s y c h o lo g y " t h e c h ild study. Hal l and h i s d i s c i p l e s aimed t o a c q u a i n t t h e p u b l i c , p a r t i c u l a r l y p a r e n t s and t e a c h e r s , w i t h t h e f u n d a m e n ta l f a c t s o f c h i l d d e v e lo p m e n t by means o f p e r s o n a l o b s e r v a t i o n on t h e i r p a r t o f t h e c h i l d r e n w i t h whom t h e y came i n t o c o n t a c t and t o l e a d them t o s e e t h e n a t u r e o f an e d u c a t i o n b a s e d upon such f a c t s . They s o u g h t t o s e c u r e t h e c o o p e r a t i o n o f p a r e n t s and t e a c h e r s i n c o l l e c t i n g a d e q u a t e d a t a c o n c e r n i n g s i g n i f i ­ c a n t a s p e c t s o f c h i l d growth, and by t h e s h i f t i n g and o r g a n i z i n g of t h e d a t a t h u s o b t a i n e d , t h e y hoped t o o b t a i n a body o f p r i n c i p l e s upon which t o b a s e a t r u e e d u c a t i o n a l theory. The t o p i c s s e l e c t e d f o r 30 o b s e r v a t i o n and s t u d y c o v e r e d a wide r a n g e . The growth o f a c h i l d ' s body a t d i f f e r e n t p e r i o d s as shown by w e i g h t s and m ea s u r em e n ts r e c e i v e d considerable a tte n tio n . Because o f t h e new p s y c h o lo g y i n t h e c h i l d ' s n a t i v e i m p u l s e s and i n s t i n c t s , and by m oto r a c t i v i t i e s in g e n e r a l , c h i l d r e n ' s p l a y s and games, t h e i r t o y s and p l a y m a t e r i a l , formed one o f t h e most i n t e r e s t i n g l i n e s o f work. The c o n t e n t o f c h i l d r e n ' s m i n d s , t h e i r u se o f l a n g u a g e , t h e i r i n t e r e s t s and i d e a l s , and t h e i r moral and r e l i g i o u s c o n c e p t i o n s a t d i f f e r e n t ages r e c e i v e d s p e c i a l were t a k e n up f o r o b s e r v a t i o n and s t u d y . a t t e n t i o n and The c h i l d s t u d y work t h u s c a r r i e d t h e s p i r i t and method o f t h e new p s y c h o lo g y t o e v e r y e d u c a t e d f a m i l y and e v e r y u p - t o - d a t e s c ho ol r oo m . In normal s c h o o l s , c h i l d s t u d y became t h e aven ue o f a pp ro a c h t o t h e s t u d y o f p s y c h o lo g y and pe da gog y. In u n i v e r s i t i e s , c h i l d s t u d y became a r e c o g n i z e d p h a s e o f work in p s y c h o lo g y ( V a n d e r w a l k e r , 19 08 ). A lt hou gh p r o g r e s s i v e e d u c a t i o n in i t s o r i g i n a l form d i d n o t s u r ­ v i v e much p a s t t h e m id - 1 9 0 0 s , i t s i n f l u e n c e made marked ch a ng es in k i n d e r g a r t e n e d u c a t i o n and t e a c h e r t r a i n i n g . John Dewey f i r s t came i n t o k i n d e r g a r t e n s t o s t u d y t h e i r p r a c t i c e s and h e l p in t h e i r r e c o n ­ struction. His p r a g m a t i c p h i l o s o p h y , embodying t h e b e s t i n p s y c h o l o g y and s o c i o l o g y o f t h e d a y , c a l l e d f o r a c a r e f u l a p a t i e n t o v e rh a u lin g of every d e t a i l s t u d y o f t h e c h i l d and in c u r r i c u l u m and method. His e mp ha si s upon i n t e r e s t i n r e l a t i o n t o e f f o r t , m o r a l i t y as i n v o l v i n g c h o i c e s , t h e p r i n c i p l e s o f democracy i n sc h o o l o r g a n i z a t i o n , t h i n k i n g as c o n d i t i o n e d i n p r o b l e m a t i c s i t u a t i o n s when a p p l i e d i n k i n d e r g a r t e n e d u c a t i o n , n e c e s s a r i l y l e d t o a new c u r r i c u l u m and new m ethods o f t e a c h i n g and s o c i a l organization. No one has c o n t r i b u t e d t o t h e 31 r e c o n s t r u c t i o n o f k i n d e r g a r t e n w i t h t h e impetus o f Dewey, n o t only t h r o u g h h i s t h e o r i e s o f l i f e and e d u c a t i o n as a p a r t o f l i f e , b u t t h r o u g h h i s i n t e r e s t in and c o o p e r a t i o n w i t h t h o s e s e r i o u s l y a t t e m p t i n g its reconstruction (H ill, 19 25 ). A n o t h e r f o r c e a f f e c t i n g young c h i l d r e n and t h e i r t r a i n i n g in t h e U n i t e d S t a t e s d u r i n g t h e 1900s was t h e e s t a b l i s h m e n t o f n u r s e r y schools. The t w e n t i e t h c e n t u r y marked no a b r u p t b r e a k w i t h what had gone on before. The c o n c e r n f o r s o c i a l i s s u e s and t h e s e a r c h f o r g r e a t e r f r e e ­ dom and c r e a t i v i t y , h a l l m a r k s o f t h e p r o g r e s s i v i s m o f t h e 189 0s , c o n t i n u e d i n t o t h e 1900s and f l o u r i s h e d i n t h e f o l l o w i n g d e c a d e s w h i l e c o n s e r v a t i v e s t r i e d t o s t r u g g l e f o r t h e v a l u e s t h e y h e l d t o be e s s e n ­ tial (B raun & Edwards, 1 9 7 1 ) . The t r a i n i n g r e c e i v e d by t e a c h e r s d u r i n g t h i s p e r i o d t y p i c a l l y t o o k p l a c e in t e a c h e r s ' c o l l e g e s ( l i k e Columbia U n i v e r s i t y ) and o f f e r e d c u r r i c u l u m methods and e d u c a t i o n a l p h i l o s o p h y , w h i l e t h e home ec onomics gro up e m ph as ize d c h i l d d e v e lo p m e n t and f a m i l y life. Dur in g t h e d e p r e s s i o n y e a r s , a move was made by t h e Work P r o j e c t s A d m i n i s t r a t i o n t o employ unemployed t e a c h e r s . Almost any unemployed e d u c a t e d p e r s o n was e n c o u r a g e d t o become an e a r l y c h i l d h o o d t e a c h e r . Th e r e was a c o n c e r n among e a r l y c h i l d h o o d e d u c a t o r s t h a t t h e s t a n d a r d s o f t h e e a r l y c h i l d h o o d movement would d r o p . The N a t i o n a l A s s o c i a t i o n f o r t h e E d u c a t i o n of Young C h i l d r e n , combining f o r c e w i t h t h e A s s o c i a ­ t i o n f o r C h i l d h o o d E d u c a t i o n , p r e v i o u s l y known as t h e I n t e r n a t i o n a l K i n d e r g a r t e n Un io n, and t h e N a t i o n a l Council on P a r e n t E d u c a t i o n t ook an a c t i v e r o l e i n s u p e r v i s i n g t h e new p e r s o n n e l . Forming an a d v i s o r y 32 c o m m i t t e e , t h i s gro up a s s i s t e d i n d e v e l o p i n g g u i d e s , r e c o r d s , s t u d i e s , and f i e l d s e r v i c e s . T r a i n i n g s e s s i o n s were s t a r t e d and e f f o r t was expended i n r e a c h i n g many o u t - o f - t h e - w a y p a r t s o f t h e c o u n t r y . The g r e a t e s t im pa ct o f t h i s p r o j e c t was t h e p o p u l a r i z a t i o n o f t h e n u r s e r y sc h o o l movement. The " p r o f e s s i o n " a l s o h e l p e d e a r l y c h i l d h o o d e d u c a ­ t i o n (Braun & Edw ard s, 1971). P l a y was c o n s i d e r e d t o be t h e most i m p o r t a n t p a r t o f t h e p r e - s c h o o l e x p e r i e n c e f o r much o f t h e t w e n t i e t h c e n t u r y . The a r t o f t e a c h i n g was a c c o r d i n g l y r e l a t e d t o an u n d e r s t a n d i n g o f p l a y , individual d ifferences, p l a y m a t e r i a l s , and when and how t o i n t e r v i e w . The a d v e n t o f World War I I r e q u i r e d a r r a n g e m e n t s t o be made f o r t h e c a r e o f young c h i l d r e n . Many c e n t e r s were opened and s t a f f e d by p r o f e s s i o n a l s as w e l l as v o l u n t e e r s . E s s e n t i a l needs s uc h as f o o d , r e s t , s h e l t e r , and a s u b s t i t u t e m o th e r f i g u r e were t h e imm edi ate con­ cern. O c c a s i o n a l l y t h e c e n t e r s were w e l l e q u i p p e d , b u t more o f t e n th a n n o t , s t a f f s o p e r a t e d w i t h t h e minimum, i n c l u d i n g minimal s k i l l s (Braun & Edwards, 19 71) . An ov erwhelming c o n c e r n a b o u t t h e r o l e o f c h i l d r e n and f a m i l i e s in an a f f l u e n t s o c i e t y began i n t h e l a t e 1950s and c o n t i n u e d t h r o u g h t h e e a r l y 1960s. The k i n d e r g a r t e n was no l o n g e r i n t h e p o s i t i o n o f h a v in g t o d e f e n d i t s e l f from an e d u c a t i o n a l p o i n t o f v i e w , b u t i t s t i l l faced t h e c h a l l e n g e o f i n f o r m i n g and d e m o n s t r a t i n g t o t h e p u b l i c what was meant by a good e x p e r i e n c e f o r k i n d e r g a r t e n c h i l d r e n . T e a c h e r s p r e p a r i n g t o t e a c h young c h i l d r e n were e n c o u r a g e d t o t a k e c o u r s e s which would p r o v i d e them w i t h a r i c h c u l t u r a l b a c k g r o u n d , a g e n e r a l knowledge i n t h e f i e l d o f e l e m e n t a r y s u b j e c t m a t t e r , and a 33 s p e c i f i c knowledge and u n d e r s t a n d i n g o f t h e growth and d e v e lo p m e n t o f young c h i l d r e n . No two i n s t i t u t i o n s s e t up i d e n t i c a l programs f o r t h e e d u c a t i o n o f s t u d e n t s , b u t r e g u l a t i o n s on q u a l i f i c a t i o n s f o r t e a c h i n g were b e g i n ­ n i n g t o be s e e n . In 1965, Head ley w r o t e , " T he re a r e n e a r l y 300 i n s t i ­ t u t i o n s o f h i g h e r l e a r n i n g in t h e U n i t e d S t a t e s which q u a l i f y as a p p ro v e d t e a c h e r e d u c a t i o n i n s t i t u t i o n s f o r programs o f e a r l y c h i l d h o o d education. states" These i n s t i t u t i o n s a r e d i s t r i b u t e d among a t l e a s t 36 ( 1 9 6 5 , p. 2 9 ] . kindergarten positions A rough e s t i m a t e o f s t u d e n t s q u a l i f i e d t o f i l l in 1961-62 was a b o u t 2000. With t h i s increased number o f p u b l i c k i n d e r g a r t e n s and s c h o o l s which i n c l u d e d k i n d e r g a r t e n in t h e i r e l e m e n t a r y sc h o o l programs came a gr ow in g c o n c e r n f o r t h e q u a l i t y and t y p e o f k i n d e r g a r t e n t e a c h e r s ' educational b a c k g ro u n d . t h e 41 s t a t e s t h a t s u p p o r t e d p u b l i c k i n d e r g a r t e n i n 1957, a l l Of except f o u r had s e t up r e q u i r e m e n t s f o r t h e c e r t i f i c a t i o n o f k i n d e r g a r t e n teachers. C e r t i f i c a t i o n r e q u i r e d n o t o n l y an e x t e n d e d e d u c a t i o n a l background, but a ls o s p e c i f i c kinds of c o u rs e s . req u ired a fo u r y ear d eg ree, with s p e c ia l Thirteen s ta te s c o u r s e s in d e s i g n a t e d a r e a s o f s t u d y f o r newly a p p o i n t e d k i n d e r g a r t e n t e a c h e r s ; 28 s t a t e s r e q u i r e d no d e g r e e s , b u t s p e c i a l c e r t i f i c a t e s were r e q u i r e d o f n e w l y - a p p o i n t e d kindergarten teachers ( S t e i n e r , 19 57 ) . A t a b u l a r summary o f c e r t i f i c a t i o n r e q u i r e m e n t s f o r t e a c h e r s i n d i c a t e d t h a t in 1951 t h e r e were o n l y 17 s t a t e s which r e q u i r e d b e g i n ­ ni ng t e a c h e r s t o have b a c h e l o r s ' d e g r e e s . T h e r e w er e 27 s t a t e s r e q u i r ­ i ng t h e d e g r e e i n 1953, 31 in 1955, 37 in 19 57, 40 i n 1959, and 44 in 1961. Headley (1965) w r o t e , 34 Today t h e r e a r e p e r h a p s two o r t h r e e s t a t e s which a c c e p t beginning t e a c h e r s with l e s s than a b a c h e l o r 's d e g r e e , b u t even t h e s e s t a t e s e x p e c t t e a c h e r s t o com­ p l e t e t h e work f o r a d e g r e e w i t h i n a g i v e n number o f y e a rs a f t e r beginning t h e i r tea c h in g c a r e e r s , (p p . 30-3 1) The l a t e 1950s and e a r l y 1960s b r o u g h t a r e a w a k e n i n g o f t h e a w a r e ­ ne s s t h a t e n v i r o n m e n t a l f a c t o r s a f f e c t t h e i n t e l l i g e n c e o f young c h i l ­ dren. A t t e n t i o n was drawn t o t h e p o v e r t y t h a t e x i s t s in p a r t i c u l a r , th e p l i g h t of m i n o r i t i e s . Educational in t h i s c o u n t r y , c o n c e r n was soon framed i n t h e l a n g u a g e o f t h e "war on p o v e r t y " and t h e " c i v i l movement." The Head S t a r t Program i n 1965 d i r e c t e d f e d e r a l rights funds to e a r l y c h i l d h o o d e d u c a t i o n f o r an i m p o v e r i s h e d s p e c t r u m o f s o c i e t y . F u r t h e r m o r e , t h e n a t i o n fou nd i t s e l f e n t r e n c h e d i n a c o s t l y war in Vietnam. Def en se s p e n d i n g , moon s h o t s , w e l f a r e c o s t s , moun ting p o l l u ­ t i o n e n c r o a c h e d one on t h e o t h e r , f o r c i n g c i t i z e n s t o change p r i o r ­ ities. P r e s s u r e f o r d e c i s i o n s c h a r a c t e r i z e d t h e l a t e 1960s and e a r l y 1970s (Braun & Edwards, 1 9 72 ). In r e c e n t y e a r s , p r e p a r a t i o n in a l l f i e l d s o f e n d e a v o r , i n c l u d i n g e a r l y c h i l d h o o d e d u c a t i o n , has been i n f l u e n c e d by t h e c o n c e p t o f a c c o u n t a b i l i t y and i t s c o r o l l a r y , competency b a s e d e d u c a t i o n . Notable exa mpl es a r e t h e management by o b j e c t i v e s head s t a r t program and t h e c h i l d d e v e lo p m e n t a s s o c i a t e program. L e e p e r , S k i p p e r , and W it h e rs p o o n (1971) s t a t e d t h a t c r e d e n t i a l i n g t e a c h e r s t o d a y p l a c e s e m pha si s on t h e dem onstration of p ro fe ssio n a l ties. c o m p e t e n c i e s as w e l l as p e r s o n a l q u a l i ­ The c o m p e t e n c i e s may be a c q u i r e d in a v a r i e t y o f s e t t i n g s i n c l u d i n g t e a c h e r e d u c a t i o n i n s t i t u t i o n s , on t h e j o b t r a i n i n g , and in t h e community t h r o u g h t h e u t i l i z a t i o n o f human r e s o u r c e s . direction The new i s away from i n f l e x i b l e a d h e r e n c e t o r e g u l a t o r y f u n c t i o n s and 35 to w a rd c o n s t r u c t i v e dynamic l e a d e r s h i p a t t h e l o c a l level. W id e sp rea d e x p l o r a t i o n and ch an ge a r e i n d i c a t e d . E d u c a t i o n a l f o r e c a s t s f o r t h e 1980s i n d i c a t e t h a t e a r l y c h i l d h o o d e d u c a t i o n which g a i n e d i n p r om in en ce d u r i n g t h e 1960s and 1970s w i l l c o n t i n u e t o s h i n e , p a r t i c u l a r l y i f t h e p r e d i c t i o n of a r e p e a t o f t h e 1950 s' baby boom e v e r becomes a r e a l i t y . Other f a c t o r s c o n tr i b u ti n g to t h e pr o m in e n ce o f e a r l y c h i l d h o o d e d u c a t i o n i n c l u d e i n f l a t i o n a r y p r e s ­ s u r e s , r e q u i r i n g more m o th e r s o f young c h i l d r e n t o work o u t s i d e t h e i r homes ( S h a n e , 1 9 7 9) . As t r e n d s i n d i c a t e t h e c o n t i n u e d need o f e d u c a t i o n a l s e r v i c e s f o r young c h i l d r e n , so s h o u l d t h i s need be accompanied by a commitment f o r q u a l i t y programs. Be c a us e o f t h e i m p o r t a n c e o f t h e e a r l y y e a r s in a c h i l d ' s development, s ta n d a rd s in c r e d e n ti a li n g are e s s e n t i a l . Teacher c e r t i f i c a t i o n may be one way o f a d d r e s s i n g t h e commitment t o q u a l i t y educational programs f o r young c h i l d r e n . Growth and Development of Teacher C e r t i f i c a t i o n An h i s t o r i c a l y r e v i e w o f t h e c e r t i f i c a t i o n s t r u c t u r e in American ed u catio n is very e n lig h te n in g . T e a c h e r c e r t i f i c a t i o n , as w i t h m os t t h i n g s , has u n d e r g o n e many changes s i n c e i t s inception. Before d i s ­ c u s s i n g t h e ch anges which have t a k e n p l a c e i n t e a c h e r c e r t i f i c a t i o n , a d e f i n i t i o n o f c e r t i f i c a t i o n s h o u l d pr ove u s e f u l : "The p r i m a r y p u r p o s e o f t e a c h e r c e r t i f i c a t i o n , as t r a d i t i o n a l l y a d m i n i s t e r e d , i s t o p r o ­ t e c t t h e s t a t e a g a i n s t i n c o m p e t e n t t e a c h e r s from e n t e r i n g i n t o t h e field" ( F r a z i e r , 1938, p. 5 ) . fication as, Bur di n and Reagan (1971) d e f i n e d c e r t i ­ "The p r o c e s s whereby a s t a t e o r o t h e r go v e rn m e n ta l u n i t i d e n t i f i e s t h o s e p e r s o n s who a r e e l i g i b l e f o r employment as t e a c h e r s . " 36 The a s s u m p t io n u n d e r l y i n g t e a c h e r c e r t i f i c a t i o n i s t h a t i t is p o s s i b l e t o d e v i s e a b u r e a u c r a t i c p r o c e s s which w i l l d i s t i n g u i s h t h o s e p e r s o n s who a r e q u a l i f i e d t o p e rf o r m as t e a c h e r s i n p u b l i c s c h o o l s from t h o s e p e r s o n s who a r e p r o b a b l y n o t q u a l i f i e d . Kinney (1964) w r o t e t h a t p r i o r t o 1825 c e r t i f i c a t i o n p r a c t i c e s had n o t been i n i t i a t e d . F a c t o r s i n c l u d i n g d i s t a n c e , communication d i f f i ­ c u l t i e s , s c a r c i t y o f a p p l i c a n t s , and c e n t r a l a u t h o r i t y w e ak ne sse s have been c i t e d as r e a s o n s f o r l e a v i n g t h e r e s p o n s i b i 1i t y o f v e r i f y i n g t e a c h e r competence t o l o c a l o f f i c i a l s . u n t i l w e ll During t h e s e v e n t e e n t h c e n t u r y i n t o t h e n i n e t e e n t h c e n t u r y , e d u c a t i o n was a l o c a l r e s p o n s i ­ b i l i t y and was s u p p o r t e d and a d m i n i s t e r e d by t h e community. specific re stric tio n The o nl y imposed by t h e s t a t e in r e l a t i o n t o t h e employment o f t e a c h e r s was a " s e c u r i t y c l e a r a n c e " c o v e r i n g r e l i g i o u s and p o l i t i c a l loyalty. T h e r e f o r e , t h e s e l e c t i o n o f t e a c h e r s and t h e d e t e r m i n a t i o n o f t h e i r p r o f e s s i o n a l q u a l i f i c a t i o n s r e s t e d in t h e hands o f t h e l o c a l em p lo y in g c o mm itt ee o r i n d i v i d u a l d e s i g n a t e d by t h e law. G e n e r a l l y , empl oy ing b o a r d s s o u g h t t h r e e t y p e s o f r e q u i r e m e n t s f o r teach er candidates: ( a ) c a p a c i t y t o go ve rn a s c h o o l , a m a j o r c o n c e r n i n many l o c a l i t i e s , and f r e q u e n t l y d e t e r m i n e d by t h e s i z e , a p p e a r a n c e , and age o f t h e a p p l i c a n t ; (b) moral c h a r a c t e r , p r o v i d e d by t h e c a n d i ­ d a t e i n t h e form o f t e s t i m o n i a l s o f f o r m e r b o a r d s , m i n i s t e r s , and prominent c i t i z e n s ; and ( c ) acad em ic a t t a i n m e n t s , u s u a l l y o b t a i n e d on l y by i n t e r v i e w i n g t h e c a n d i d a t e , a l t h o u g h some co mm itt ee s gave o r a l e x a m i n a t i o n s which w er e l a t e r s u p p le m e n te d by more fo rm a l w r i t t e n exams ( K i n n e y , 1964, p. 4 0 ) . 37 County c o n t r o l o f t e a c h e r c e r t i f i c a t i o n f i r s t a p p e a r e d i n 1821 and continued u n t i l t h e e a r l y 1900s. The u s u a l method o f a p p r a i s i n g t e a c h ­ e r compe tenc e was by e x a m i n a t i o n , and a u t h o r i t y t o examine c a r r i e d w i t h i t the a u th o rity to c e r t i f y (McMurrin, 1 9 6 1 ) . The b e g i n n i n g s t e p tow ard c o u n ty c o n t r o l was t h e d e s i g n a t i o n o f c o u n t y ex am in in g o f f i c e s . By 1880, a c o u n ty sc h o o l o f f i c e r , f r e q u e n t l y w i t h o u t t r a i n i n g o r e x p e r i ­ ence in e d u c a t i o n , was a t r a d i t i o n i n t h e American sc ho ol s y s te m . c o u n ty sc h o o l o f f i c e r was known as t h e c o u n t y This s u p e r i n te n d e n t of schools, c o u n t y s u p e r i n t e n d e n t , o r c o u n ty s c h o o l c o m m is s i o n e r . Most a s s u r e d l y , t h e e a r l i e s t and m os t i m p o r t a n t d u t y o f t h e c o u n ty s c h o o l o f f i c e r was t h e e x a m i n a t i o n and c e r t i f i c a t i o n o f t e a c h e r c a n d i d a t e s w i t h i n a gi v e n county. The need f o r c o m p e t e n t e x a m i n e r s and an o p p o r t u n i t y t o s e l e c t c a n d i d a t e s from a b r o a d e r g e o g r a p h i c a r e a have been g i v e n as t h e strongest factors in th e e s ta b l is h m e n t of the county system ( F r a z i e r , 1938; K in n e y , 1964). Fo l lo w in g t h e C i v i l War, t h e s t a t e sc h o ol a d m i n i s t r a t i o n was immersed in f i n a n c i a l d i f f i c u l t i e s r e l a t e d to th e o p e ra tio n of schools. Land g r a n t s f o r e d u c a t i o n i n new s t a t e s as w e ll as t h e c r e a t i o n of s t a t e school funds in o r i g i n a l s t a t e s marked t h e b e g i n n i n g o f s t a t e a d m i n i s t r a t i o n o f p u b l i c e d u c a t i o n and p r o v i d e d t h e n u c l e u s f o r t h e o r g a n i z a t i o n in which c o n t r o l was e v e n t u a l l y c e n t r a l i z e d . The s t a t e a u th o r iz e d th e e s ta b l i s h m e n t of s c h o o ls , allowed lo ca l t a x a t i o n f o r th e ir support, regulated fin an cial e x p e n d i t u r e s , and began some form o f g r a n t s from t h e income from p e rm a n en t f u n d s . The c r e a t i o n o f an a d m i n i s t r a t i v e o r g a n i z a t i o n grew o u t o f t h e need t o m o n i t o r su ch f i s c a l responsibilities. The a d m i n i s t r a t i v e 38 o r g a n i z a t i o n g e n e r a l l y c o n s i s t e d o f t h e s t a t e sch ool o f f i c e r and a s t a t e b o a rd o f e d u c a t i o n . S t a t e d e p a r t m e n t s o f e d u c a t i o n were e s t a b ­ l i s h e d when t h e need a r o s e t o o v e r s e e t h e emer gin g s t a t e s y s te m of schools. With t h e em er gen ce o f a s t a t e a d m i n i s t r a t i o n came a c o n s i s ­ t e n t t e n d e n c y t o w a rd a c e n t r a l i z a t i o n o f c e r t i f i c a t i o n a u t h o r i t y i n t h e state. Between 1830 and 19 50, a l l had c r e a t e d t h e o f f i c e o f c h i e f , As s t a t e s and c o n t r o l n o r t h e r n and some s o u t h e r n s t a t e s s t a t e sc h o o l o f f i c i a l ( K i nn ey , 1964). i n c r e a s e d t h e i r involvement in c e r t i f i c a t i o n , procedures assumed v a r i e d p a t t e r n s . In a d d i t i o n t o l o c a l o r c o un ty sy s te m s o f c e r t i f i c a t i o n , m os t s t a t e s had i n s t i t u t e d some form o f s t a t e certificatio n as w e l l ( C u b b e r l y , 1 90 6) . T r e n d s and p r e s s u r e s t h a t r e s h a p e d t h e c e r t i f i c a t i o n s t r u c t u r e d u r i n g t h i s p e r i o d were new demands on t e a c h e r s imposed by c ha ng in g curricula. In t h e l a s t de c a d e o f t h e n i n e t e e n t h c e n t u r y , c u r r i c u l u m d e v e lo p m e n t s r e f l e c t e d a new and br o a d e n e d a p p r e c i a t i o n o f t h e f u n c t i o n of schools. In t h e e l e m e n t a r y c u r r i c u l u m , new s u b j e c t s were expanded so as t o m o di fy t h e i r c h a r a c t e r . T h i s r e s u l t e d in a b r o a d e r c u r r i c u l u m , one which p l a c e d new demands on t e a c h e r s . M or e ov e r , new p o s i t i o n s were c r e a t e d f o r t e a c h i n g s p e c i a l i s t s which added new and u n i q u e pro ble ms in certification (H arris, 19 69). Developments s uc h as expanded c u r r i c u l u m and s p e c i a l i z e d a r e a s o f t e a c h i n g wer e g r a d u a l l y f o r c i n g e d u c a t i o n t o r e c o g n i z e c o l l e g e work as essential in t e a c h e r p r e p a r a t i o n . S t a t e s t h a t had c o n t r o l o f c e r t i f i ­ c a t i o n s y s t e m s bega n t o move to w a rd c o l l e g i a t e r e q u i r e m e n t s f o r c e r t i ­ f i c a t i o n and abandonment o f e x a m i n a t i o n . 39 The n i n e t e e n t h c e n t u r y t r e n d to ward s t a t e c e n t r a l i z a t i o n was com­ pleted fo r a ll century. purposes in the f i r s t h a l f of th e tw e n ti e th With s t a t e c e n t r a l i z a t i o n came t h e e l i m i n a t i o n o f t e a c h e r exam inations. tion. practical C o l l e g e t r a i n i n g was se en as a new b a s i s f o r c e r t i f i c a ­ Du ri ng t h i s c e n t u r y , s p e c i a l i z e d c e r t i f i c a t i o n s acceptable. Specialized c e r t if ic a t io n s general a re a s: (a) a t se v e ra l became more had t h e i r o r i g i n in f o u r l e v e l s i n t h e p u b l i c sc h o o l program f o r which p r e p a r a t i o n was deemed d e s i r a b l e , such as k i n d e r g a r t e n , p r i m a r y , secondary, ju n io r c o lle g e, e t c . ; music, a r t , (b) in s p e c i a l s u b j e c t f i e l d s such as and p h y s i c a l e d u c a t i o n ; visory f ie l d s ; ( c ) i n a d m i n i s t r a t i v e and s u p e r ­ and ( d ) i n o t h e r t e a c h i n g s e r v i c e s ( C u b b e r l y , 19 06 ). P r o g r e s s i n t h e a r e a o f t e a c h e r c e r t i f i c a t i o n s i n c e t h e c l o s e of World War I I has been good. In 1940, on l y n i n e s t a t e s r e q u i r e d a f o u r y e a r c o lle g e p r e p a r a tio n f o r elementary te a c h e rs . had r e a c h e d t h i s level (NEA, 1 9 53 ) . Armstrong By 1946, 15 s t a t e s and S t i n n e t t (1951) s u r v e y e d 48 s t a t e s f o r t r e n d s i n c e r t i f i c a t i o n p r o c e d u r e s . vey a l s o i n c l u d e d d a t a r e g a r d i n g t h e number o f c o l l e g e Their s u r­ years of p r e p a r a t i o n r e q u i r e d by v a r i o u s s t a t e d e p a r t m e n t s f o r t e a c h e r c e r t i f i ­ cation. T h e i r f i n d i n g s r e v e a l e d t h a t 17 s t a t e s e n f o r c e d t h e minimum p rep aratio n requirem ent of the b a c h elo r's degree, 3 s t a t e s required c o m p l e t i o n o f a minimum o f 90 s e m e s t e r h o u r s , 16 r e q u i r e d o n l y two y e a r s o f c o l l e g e w o r k , 9 r e q u i r e d o n l y 1 y e a r , and two s t a t e s c e r t i f y ­ ing e l e m e n t a r y t e a c h e r s on l e s s t h a n one y e a r o f c o l l e g e p r e p a r a t i o n . C e r t i f i c a t i o n t r e n d s i n t h e 1950s r e f l e c t e d a move to w a rd r e d u c i n g t h e number o f s e p a r a t e name c e r t i f i c a t e s t o a minimum. c e r t i f i c a t e s o f f e r e d were o f two t y p e s : G enerally, ( a ) p r o b a t i o n a r y and (b) 40 permanent. tion. They were i s s u e d upon c o m p l e t i o n o f f o u r y e a r s o f p r e p a r a ­ A lt hou gh t h e c e r t i f i c a t e was termed " p e r m a n e n t , " most o f t h e s t a t e s had begun by t h i s t i m e t o abandon t h e l i f e t i m e c e r t i f i c a t e . A n o t h e r t r e n d i n c e r t i f i c a t i o n which c o n t i n u e d t h r o u g h t h e 1950s was a t e n d e n c y to war d r e c i p r o c i t y i n t e a c h e r c e r t i f i c a t i o n . In 1961, t h e N a t i o n a l E d u c a t i o n A s s o c i a t i o n a d o p te d a p r e r e q u i s i t e f o r membership which s t a t e d t h a t . . . any p e r s o n who i s a c t i v e l y engaged i n e d u c a t i o n a l work o f a p r o f e s s i o n a l n a t u r e s h a l l become e l i g i b l e t o become an a c t i v e member o f t h e a s s o c i a t i o n i f he (1) has e a r n e d a b a c h e l o r ' s d e g r e e o r h i g h e r d e g r e e and (2 ) where re q u ire d holds o r is e l i g i b l e to hold a r e g u l a r lev el c e r ­ t i f i c a t e o f any ki nd e x c e p t an emergency s u b s t a n d a r d c e r t i ­ f i c a t e or p erm it, ( p . 20) P e r h a p s t h i s a c t i o n was an i n d i c a t i o n o f i n t e n t among o r g a n i z a t i o n s the teaching p ro fe ssio n to assume g r e a t e r r e s p o n s i b l i t y f o r of s e t t i n g and e n f o r c i n g s t a n d a r d s o f c o m p e t en c e . As o f S e pt em b e r 1961, 43 s t a t e s and t h e D i s t r i c t o f Columbia were e n f o r c i n g t h e minimum o f a b a c h e l o r ' s degree f o r the lowest r e g u la r c e r t i f i c a t e s f o r beginning elem entary teachers. r e m a in e d below the degree l e v e l . Only s e v en s t a t e s A uthority to f ix requirem ents f o r , i s s u a n c e o f , r e i s s u a n c e o f , and r e v o c a t i o n o f t e a c h e r s ' certificates was a l m o s t c o m p l e t e l y v e s t e d by l e g i s l a t i v e a u t h o r i t y i n r e s p e c t i v e s t a t e departm ents or boards o f e d u c a tio n . Only 10 s t a t e s r e p o r t e d some s h a r i n g o f t h e c e r t i f i c a t i o n a u t h o r i t y . As t h e pendulum s w i n g s , o n l y 18 s t a t e s r e p o r t e d t h e u s e o f e x a m i n a t i o n as p a r t o f t h e c e r t i f i ­ cation process. With t h e d e c a d e o f t h e 1960s grow ing t o a c l o s e , s t a t e s had grown r e l a t i v e l y c l o s e t o g e t h e r in minimum r e q u i r e m e n t s f o r t e a c h i n g ( A rm s tro ng & S t i n n e t , 1961; W o e l l n e r , 19 61 ). 41 The d e c ad e o f t h e 1970s has been r e p o r t e d as one o f g r e a t f e r m e n t among s t a t e e d u c a t i o n l e g a l a u t h o r i t i e s in s e a r c h o f new and b e t t e r p r o ­ cedures in th e t e a c h e r e d u c a t i o n - c e r t i f i c a t i o n - a c c r e d i t a t i o n p ro cess. E s s e n t i a l l y , t h e c o n f l i c t f o c u s e d on t h e s e a r c h f o r r e d e f i n i t i o n o f t h e g o a l s o f e d u c a t i o n and t h e r o l e s o f v a r i o u s e d u c a t i o n a l p e r s o n n e l . appeared t h a t th e ed u catio n al It e s t a b l i s h m e n t was d i v i d e d , w i t h one group a d v o c a t i n g t h e c o n s e r v a t i o n o f t h e e x i s t i n g i n s t i t u t i o n s and p r a c t i c e s w h i l e t h e o p p o s i n g g r o u p a d v o c a t e d a s y s te m o f s e l f - d e t e r m i n a t i o n in c o n t r o l o f t h e t e a c h i n g p r o f e s s i o n ( S t i n n e t t , 1970). A survey of s t a t e c e r t i f i c a t i o n d i r e c t o r s in d ic a te d t h a t only fo u r s t a t e s and P u e r t o Ric o were n o t e n f o r c i n g t h e d e g r e e r e q u i r e m e n t s f o r elem entary t e a c h e r s . However, t h r e e o f t h e f o u r s t a t e s had been g i v e n d e a d lin es f o r enforcement of the degree. S ig n if ic a n t trends f o r the f u t u r e c l u s t e r e d a ro u n d t h e f o l l o w i n g br o ad c a t e g o r i e s : flex ib ility (a) g r e a t e r in t h e c e r t i f i c a t i o n p r o c e s s t h r o u g h c o m p e t e n c y - b a se d p r o ­ g r a m s , ( b ) i n t e r s t a t e r e c i p r o c i t y , and ( c) a move back t o t e s t - m a s t e r y (S tin n ett, 1970; V l a a n d e r e n , 1979) . The t r a d i t i o n a l “ t r a n s c r i p t p l a n " t o t e a c h e r c e r t i f i c a t i o n had i t s o r i g i n i n an " a p p r o v e d - p r o g r a m a p p r o a c h . " The a p p r o v e d - p r o g r a m a p ­ p r o a c h i s an a l t e r n a t i v e t o t h a t which dep en ds on m e e t i n g s p e c i f i c c o u r s e and c r e d i t r e q u i r e m e n t s e s t a b l i s h e d by some age ncy o f t h e s t a t e . Under t h e a p p r o v e d - p r o g r a m a p p r o a c h , a t e a c h e r e d u c a t i o n i n s t i t u t i o n d e s i g n s i t s own p r o g ra m , e s t a b l i s h e s i t s own r e q u i r e m e n t s , and r e q u e s t s a p p r o v a l by some a g e n c y , e i t h e r a s t a t e d e p a r t m e n t o r t h e N a t i o n a l Council f o r t h e A c c r e d i t a t i o n o f T e a c h e r E d u c a t i o n (NCATE). ing a g e n t t h e n v i s i t s The ap prov­ t h e i n s t i t u t i o n , examines i t s s t r u c t u r e and 42 s t a t e d s t a n d a r d s , and r ev i e w s t h e i n s t i t u t i o n a l tiv e teachers are required to take. program t h a t p r o s p e c ­ I f the i n s t i t u t i o n i s judged ade­ q u a t e , t h e n i t s g r a d u a t e s a r e a u t o m a t i c a l l y c e r t i f i e d w i t h o u t e xa m i na ­ t i o n s o f t h e i r i n d i v i d u a l c o l l e g e r e c o r d s ( C o n a n t , 19 63). In e s s e n c e , c e r t i f i c a t i o n r e q u i r e m e n t s have i n v o l v e d t h r e e t h i n g s i n each s t a t e . One i s t h e t o t a l amount o f p r e p a r a t i o n , s eco nd i s t h e amount o f i n s t r u c t i o n in p r o f e s s i o n a l e d u c a t i o n , and t h i r d is the amount o f g e n e r a l e d u c a t i o n and s u b j e c t m a t t e r s p e c i a l i z a t i o n . T y p i c a l l y , most s t a t e s r e q u i r e b a c h e l o r s ' d e g r e e s as e v i d e n c e o f "amount o f p r e p a r a t i o n . " However, some s t a t e s in stitu ted this require­ ment v e r y r e c e n t l y . The amount o f t im e d e v o t e d t o e d u c a t i o n c o u r s e s v a r i e s from s t a t e to s t a t e . The amount r e q u i r e d f o r e l e m e n t a r y t e a c h e r s i s o f t e n g r e a t e r than t h a t r e q u ire d f o r secondary te a c h e r s . G e ne r al e d u c a t i o n and s u b j e c t m a t t e r s p e c i a l i z a t i o n have r e c e i v e d increased a tt e n ti o n sin ce the launching of the f i r s t S oviet sp u tn ik . Emphasis has been p l a c e d on i n c r e a s i n g s u b j e c t m a t t e r s p e c i a l i z a t i o n standards. In s p i t e o f i n c r e a s i n g s t a n d a r d s i n c e r t i f i c a t i o n p r a c t i c e s , large d is p a ritie s have c o n t i n u e d t o e x i s t between s t a t e s . (1963) d e s c r i b e s such a d i s c r e p a n c y : Conant t o r e c e i v e p e rm a n e n t c e r t i f i c a ­ t i o n t o t e a c h c h e m i s t r y i n New York, a s e c o n d a r y s c h o o l t e a c h e r must be a g r a d u a t e o f an a c c r e d i t e d i n s t i t u t i o n , have 30 h o u r s beyond t h e b a c h e l o r ' s d e g r e e c o m p l e te d w i t h i n f i v e y e a r s , have 56 s e m e s t e r ho u r s i n m a t h e m a t i c s and s c i e n c e i n c l u d i n g t h e e q u i v a l e n t o f t h r e e f u l l - y e a r c o u r s e s i n c h e m i s t r y and m a t h e m a t i c s , and 60 s e m e s t e r ho u r s on t h e undergraduate level in g e n e r a l e d u c a t i o n . In a d d i t i o n t o t h e s e 43 r e q u i r e m e n t s , a c a n d i d a t e must a l s o have 18 s e m e s t e r h o u r s i n e d u c a t i o n c o u r s e s and 80 s u p e r v i s e d p e r i o d s o f p r a c t i c e t e a c h i n g i n t h e f i e l d o f chemistry. In c o n t r a s t , i n G e o r g i a a c h e m i s t r y t e a c h e r ne ed s o n l y 30 s e m e s t e r h o u r s o f s c i e n c e , o f which 12 must be in t h e f i e l d o f c h e m i s t r y i t s e l f . The g e n e r a l e d u c a t i o n r e q u i r e m e n t s s e m e s t e r ho u r s are re q u ire d . in t h i s Both s t a t e s , s t a t e a r e l o w e r ; o n l y 36 however, r e q u i r e a p p r o x i ­ m a t e l y t h e same amount of p r o f e s s i o n a l e d u c a t i o n , and bo t h r e q u i r e p r a c t i c e t e a c h i n g as a p r e r e q u i s i t e f o r c e r t i f i c a t i o n . A more r e c e n t movement i n t e a c h e r e d u c a t i o n i s t h e c o m pe te nc yb as ed pro gram . The n e x t s e c t i o n on t e a c h e r e d u c a t i o n i s d e v o t e d t o t h a t movement. The r o o t s l i e in general of competency-based te a c h e r societal c o n d i t i o n s and t h e them c h a r a c t e r i s t i c o f t h e ' 6 0 s . e d u c a t i o n (CBTE) p r o b a b l y in stitutional responses to For e xa m pl e, r e a l i z a t i o n t h a t l i t t l e o r no p r o g r e s s was made in n a r r o w i n g wide i n e q u a l i t y gaps l e d t o i n c r e a s i n g g o v e r n m e n ta l a t t e n t i o n t o r a c i a l , e t h n i c , and s o c i o e c o n o m i c m i n o r i t y n e e d s , p a r t i c u l a r l y e d u c a t i o n a l o n e s . The c l a i m t h a t t r a d i ­ t i o n a l t e a c h e r e d u c a t i o n programs were n o t p r o d u c i n g p e o p l e e q u i p p e d t o t e a c h m i n o r i t y gro up c h i l d r e n and y o u t h e f f e c t i v e l y p o i n t e d d i r e c t l y t o t h e need f o r r e f o r m i n t e a c h e r e d u c a t i o n (Elam, 1971). F e d e r a l g o v e rn m e n t i n t e r v e n t i o n in e d u c a t i o n i n c r e a s e d f o l l o w i n g t h e l a u n c h i n g o f S p u t n i k i n 1957 by t h e R u s s i a n g o v e rn m e n t. Federal money became a v a i l a b l e f o r a v a r i e t y o f e x p l o r a t o r y and e x p e r i m e n t a l pr o g ra m s. At a p p r o x i m a t e l y t h e same t i m e , J e r o m e B r u n e r 1s boo k, The P r o c e s s o f E d u c a t i o n ( 1 9 6 0 ) , was p u b l i s h e d . In t h i s summary, B r u n e r 44 p r o p o s e d t h a t a l l d i s c i p l i n e s c o u ld be t a u g h t in an i n t e l l e c t u a l l y h o n e s t way a t e v e r y l e v e l o f d e v e l o p m e n t . Human C h a r a c t e r i s t i c s In S t a b i l i t y and Change in ( 1 9 6 4 ) , Bloom em ph a si ze d t h e e a r l y y e a r s in i n t e l l e c t u a l development. Bloom's r e s e a r c h , a lo n g w i t h t h e r e s e a r c h o f H u n t , I n t e l l i g e n c e and E x p e r i e n c e (1961) began t o chan ge e d u c a t i o n a l theories. The c i v i l r i g h t s movement o f t h e 1960s h e i g h t e n e d o u r a w a r e n e s s o f t h e l a c k o f e d u c a t i o n f o r m i n o r i t y and low s o c i o e c o n o m i c c h i l d r e n in the United S t a te s . As a r e s u l t o f E l e m e n t a r y and S e c o n d a ry E d u c a t i o n t h e movement, C on gr e s s Act (1965) which aimed passedthe a t ov erc om ing t h e p r ob lem s o f e d u c a t i o n a l l y d i s a d v a n t a g e d c h i l d r e n . No e n t i r e l y s a t i s f a c t o r y d e f i n i t i o n o f CBTE has been d e v e l o p e d . In d e t e r m i n i n g c o m p e t e n c y , a c c o r d i n g t o Weber and Cooper ( 1 9 7 1 ) , t h r e e t y p e s o f c r i t e r i a may be u s e d : ( a ) knowledge c r i t e r i a , t o a s s e s s t h e co g n itiv e understanding of a stu d e n t; (b) p e r f o r m a n c e c r i t e r i a , to a s s e s s t h e t e a c h i n g b e h a v i o r o f a s t u d e n t ; and ( c ) p r o d u c t c r i t e r i a , a s s e s s a s t u d e n t ' s a b i l i t y t o t e a c h by ex am in in g to th e achievementof p u p i l s t a u g h t by a s t u d e n t . Bu rd in and Reagan (197 1) s t a t e d t h a t no c l e a r d i cho to my e x i s t s betwe en c o m p e t e n c y - b a s e d t e a c h e r c e r t i f i c a t i o n and n o n - c o m p e t e n c y - b a s e d teacher c e r t i f i c a t i o n . I t i s more a p p r o p r i a t e t o p e r c e i v e a c on tin uu m w i t h d e m o n s t r a t e d t e a c h i n g p e r f o r m a n c e a t one end and a t t h e o t h e r c h a r a c t e r i s t i c s which can be i d e n t i f i e d o u t s i d e t h e t e a c h i n g s i t u a t i o n ; e.g ., in te llig en c e t e s t scores, personality t r a i t s , j e c t m atter. knowledge o f s u b ­ A t e a c h e r c e r t i f i c a t i o n p r o c e s s which m i g h t be l o c a t e d a t t h e c e n t e r o f t h e co n tin u um would r e l y e q u a l l y on p e r f o r m a n c e f a c t o r s 45 and on n o n - p e r f o r m a n c e f a c t o r s . I t is the p o s i t i o n of persons advocating competency-based t e a c h e r c e r t i f i c a t i o n th a t teacher c e r t i f i c a t i o n p r a c t i c e s s h o u l d move to w a rd t h e p e r f o r m a n c e - b a s e d end o f t h e c on tin uu m . The movement to w a rd d e v e l o p m e n t o f c o m p e t e n c y - b a s e d t e a c h e r e d u c a ­ t i o n and c e r t i f i c a t i o n programs has e x p e r i e n c e d r a p i d growth w i t h i n t h e p a s t few y e a r s . I t was r e p o r t e d t h a t i n 1972, a p p r o x i m a t e l y 30 s t a t e s were a c t i v e l y i n v o l v e d in t h e s t u d y o f e i t h e r c o m p e t e n c y - b a s e d t e a c h e r education or c e r t i f i c a t i o n ( R o t h , 197 2) . Iss u e s surrounding the competency-based t e a c h e r c e r t i f i c a t i o n movement a r e many. An e s s e n t i a l q u e s t i o n i s wh at t h e r o l e o f t h e s t a t e s h o u l d be i n t h e c e r t i f i c a t i o n p r o c e s s . o p p o s in g v i e w p o i n t s c o n c e r n i n g t h e s t a t e ' s T h e r e a r e a t l e a s t two function. One p o i n t o f view p r e d o m i n e n t l y and c u r r e n t l y i n p r a c t i c e h o l d s t h a t t h e s t a t e i s an a d m i n i s t r a t i v e and r e g u l a t o r y body u t i l i z i n g a c e n t r a l i z e d a p p ro a c h w i t h u n i f o r m i t y and s t a n d a r d i z a t i o n b e i n g t h e e m p h a s i s . Competency- b a s ed c e r t i f i c a t i o n s y s t e m s s t r u c t u r e d on t h e above t e n e t s would s p e c i ­ fy t e a c h e r performance c r i t e r i a f o r c e r t i f i c a t i o n a t th e s t a t e l e v e l . An o p p o s in g v i e w p o i n t on c e r t i f i c a t i o n e m p h a s i z e s a d e c e n t r a l i z e d s y s te m w i t h more l o c a l c o n t r o l and a b r o a d e r b a s e f o r d e c i s i o n making. In t h i s s t r a t e g y , t h e s t a t e would promo te cha ng e r a t h e r t h a n m and at e i t and a c c e p t d i v e r s i t y as opposed t o m a n d a t i n g s i n g l e s t a n d a r d s . p o i n t e d o u t t h a t t h e competency a p p r o a c h c o u l d e a s i l y f i t Roth into th is p h i l o s o p h y by a l l o w i n g t e a c h e r e d u c a t i o n programs o r o t h e r p r o f e s s i o n a l a g e n c i e s t o d e v e l o p t h e i r own p a r t i c u l a r s e t s o f c o m p e t e n c i e s . In f a c t , i n some p l a c e s t h e competency movement has been a d o p t e d as an a t t e m p t 46 t o r e f o r m t h e e d u c a t i o n a l s y s te m by c ha ng in g t h e l o c u s o f a u t h o r i t y and t h e way i n which d e c i s i o n s a r e made ( R o t h , 1972). control One r e s u l t o f l o c a l i n c e r t i f i c a t i o n would be a v a r i e t y o f s t a n d a r d s r e p l a c i n g t h e sin g le s e t of s ta te standards. The c e n t r a l i z e d ap p ro a c h t o c o m pe te nc y- ba se d t e a c h e r c e r t i f i c a t i o n has been e v a l u a t e d by some e d u c a t o r s as b e i n g r e s t r i c t i v e . I t has been d e b a t e d t h a t l a c k o f c u r r i c u l a r freedom may r e s u l t from a c e n t r a l i z e d s t a t e r o l e w ith s ta t e w i d e performance c r i t e r i a . F u r t h e r m o r e , i t has been d e b a t e d t h a t f ree do m t o e x p e r i m e n t w i t h i n n o v a t i v e c u r r i c u l a a l s o a p p e a r s t o be p r e c l u d e d by a r i g i d s e t o f s t a t e p e r f o r m a n c e c r i t e r i a ( L i e r h e i m e r , 1968). On t h e o t h e r end o f t h e c o n ti n u u m , s u p p o r t e r s o f a c e n t r a l i z e d ap pr oa c h t o c o m p e t e n c y - b a s e d t e a c h e r c e r t i f i c a t i o n a r g u e t h a t w i t h o u t s t a t e c o n t r o l c o n t r a d i c t o r y s t a n d a r d s c o u ld e x i s t . Those who f a v o r a u n i f o r m s t a t e w i d e s e t o f q u a l i t y s t a n d a r d s c o n te n d t h a t i n e q u i t i e s among programs would be e l i m i n a t e d and em pl oy e rs would be a s s u r e d t h a t all c e r t i f i e d personnel p o s s e s s a t l e a s t a minimum s e t o f c o m p e t e n c i e s ( R o t h , 1972). Th e re i s a wide s p e c t r u m i n which c o m p e t e n c y - b a s e d t e a c h e r c e r t i ­ f i c a t i o n programs can o p e r a t e . At one end o f t h e s p e c t r u m , t h e r e i s a v e r y open s y s te m w i t h maximum f l e x i b i l i t y ; whe re as a t t h e o t h e r e n d , t h e r e i s a h i g h l y s t r u c t u r e d and c e n t r a l i z e d a p p r o a c h . There a r e , of c o u r s e , a v a r i e t y o f p o s s i b i l i e s i n betw een . The e a r l i e s t r e f e r e n c e t o c e r t i f i c a t i o n o f k i n d e r g a r t e n e d u c a t o r s was found in t h e 1961 e d i t i o n o f A Manual on C e r t i f i c a t i o n R e q u i re m en t s f o r P u b l i c School P e r s o n n e l in the United S t a t e s . In 1961, 40 s t a t e s 47 had t h e r e q u i r e m e n t f o r k i n d e r g a r t e n t e a c h e r s t o h o l d c e r t i f i c a t e s . "Probably a l l s t a t e s m a i n t a i n i n g n u r s e r y and k i n d e r g a r t e n s c h o o l s a t p u b lic expense r e q u i r e c e r t i f i c a t i o n " ( A rm s tro n g & S t i n n e t t , 1961, p. 12). By 1967, 42 s t a t e s r e q u i r e d a c e r t i f i c a t e f o r k i n d e r g a r t e n t e a c h ­ ers. Emergency and s u b s t a n d a r d c e r t i f i c a t e s w er e i s s u e d i n a l l but a few s t a t e s b e c a u s e o f t h e i n s u f f i c i e n t number o f q u a l i f i e d a p p l i c a n t s fo r the teaching p o sitio n s. Delaware and N o rt h C a r o l i n a were added t o the s t a t e s r e q u irin g c e r t i f i c a t i o n o f k in d e rg a rte n te a c h e rs . I t may be s u r m i s e d t h a t t h e Head S t a r t program and t h e em phasis on t h e n e c e s s i t y o f e x t e n d i n g p u b l i c e d u c a t i o n downward t o p r e - s c h o o l y e a r s a r e i n f l u e n c i n g s t a t e s b o t h i n e s t a b l i s h i n g su ch p u b l i c l y s u p p o r t e d s c h o o l s and i n r e q u i r i n g c e r t i f i c a t i o n o f t h e i r t e a c h e r s (Ar mst ron g & S t i n n e t t , 196 7) . During t h e 19 60 s , o n l y f i v e s t a t e s had a s p e c i a l e n d o rs e m e n t on the k in d erg a rte n c e r t i f i c a t e (S p o d e k , 19 72 ). Since th e n , Indiana has made a r e q u i r e m e n t which has mandated an e n d o r s e m e n t on t h e t e a c h ­ ing c e r t i f i c a t e f o r anyone who i n t e n d s t o t e a c h k i n d e r g a r t e n . I t is t ermed a k i n d e r g a r t e n e n d o r s e m e n t . Less t h a n one p e r c e n t o f p u b l i c s c h o o l s y s te m s i n t h e U n i t e d S t a t e s r e q u i r e d a k i n d e r g a r t e n t e a c h e r t o have m a s t e r s ' grees. About 27.1% o f t h e t o t a l or higher de­ s y s te m s s e t b a c h e l o r s ' d e g r e e s with majors in p r e - s c h o o l , e a r l y e le m e n ta ry , o r k i n d e r g a rte n -p r im a ry e d u c a t i o n as minimum e d u c a t i o n a l m aj or requirem ents. A B achelor's degree, i n e l e m e n t a r y e d u c a t i o n , was t h e minimum r e q u i r e m e n t i n a p p r o x i ­ m a t e l y 42.6% o f t h e t o t a l systems. Four p e r c e n t a c c e p t e d b a c h e l o r s ' 48 d e g r e e s i r r e s p e c t i v e of s p e c i a l i z a t i o n , and a b o u t 20% a c c e p t e d l e s s than b a c h e l o r s ' d e g re e s . In a b o u t 4.8% o f t h e s y s t e m s , no minimum d e g r e e l e v e l was r e q u i r e d (NEA, 1 9 6 9 ) . Ten y e a r s l a t e r , r e p o r t s on e a r l y c h i l d h o o d t e a c h e r c e r t i f i c a t i o n indicate th at a to tal hold c e r t i f i c a t e s o f 47 s t a t e s r e q u i r e d k i n d e r g a r t e n t e a c h e r s t o i f t h e k i n d e r g a r t e n s a r e o p e r a t e d as p a r t o f p u b l i c sc ho o l s y s t e m s , w h i l e 19 s t a t e s r e q u i r e d t e a c h e r s i n p u b l i c l y - s u p p o r t e d k in d e rg a rte n schools to hold c e r t i f i c a t e s ( A rm st ron g & S t i n n e t t , Although t h e number o f s t a t e s r e q u i r i n g p r o f e s s i o n a l 1970). c e r t i f i c a t i o n of k in d e rg a rte n e d u c ato rs c ontinued to i n c r e a s e , th e kind o f c e r t i f i c a t i o n r e q u ire d is not c l e a r l y dem onstrated in th e l i t e r a t u r e . J a c o b s (1977) r e p o r t e d t h a t as an o u t g r o w t h o f demands f o r t e a c h e r a c c o u n t a b i l i t y i n e d u c a t i o n , a m a j o r chan ge in c e r t i f i c a t i o n is a ls o being c a l l e d f o r . procedures Th is r e f o r m u l a t i o n o f t e a c h e r p r e p a r a t i o n and c e r t i f i c a t i o n must t a k e a " h o l i s t i c " o r " g l o b a l " a p p ro a c h r a t h e r th a n one b a s ed s o l e l y upon d i s c r e t e b e h a v i o r s . The go a l s h o u l d be t h e d e ve lop m ent o f t e a c h e r s who have r e q u i s i t e k n o wl ed ge , a t t i t u d e s , and s k i l l s f o r f a c i l i t a t i n g c h i l d r e n ' s c o g n i t i v e , a f f e c t i v e , and p s y c h o ­ motor d e v e lo p m en t and who, i n a d d i t i o n t o b e i n g w e l l - i n f o r m e d , a r e c r e a t i v e , f l e x i b l e , open t o e x p e r i e n c e , r e s p o n s i b l e f o r t h e m s e l v e s and o t h e r s , and g u i d e d by p o s i t i v e g o a l s and p u r p o s e s (Combs, 1972) . In o r d e r t o p r o v i d e s t u d e n t s w i t h t h e c o m p e t e n c i e s s t a t e d by Combs, J a c o b s (1977) p r o p o s e d t h e f o l l o w i n g a r e a s o f s t u d y : 1. self-understanding for teachers: as r o l e models ■ h e l p i n g c h i l d r e n d e v e l o p s e l f - u n d e r s t a n d i n g and s e l f - c o n c e p t , t e a c h e r s m us t t h e m s e l v e s p o s s e s s these q u a l i t i e s ; 49 2. c h i l d d e v e lo p m e n t : a s t u d y o f c h i l d d e v e lo p m e n t i s b a s i c t o t e a c h e r ' s p r e p a r a t i o n ; r e s e a r c h f i n d i n g s and t h e i r i m p l i c a t i o n s h o u l d be s t u d i e d ; 3. t h e young c h i l d i n h i s / h e r e n v i r o n m e n t : an u n d e r s t a n d ­ i ng o f s o c i e t a l f a c t o r s which have an im p a c t on a young c h i l d ' s school e x p e rien c e i s c r u c i a l ; 4. language a r t s : t h e s t u d y o f l a n g u a g e d e v e l o p m e n t as i s r e l a t e d t o i n t e l l e c t u a l , s o c i a l , and e m o t i o n a l growth i n young c h i l d r e n i s i m p o r t a n t ; 5. l i t e r a t u r e f o r young c h i l d r e n : i t is im portant f o r t e a c h e r s o f young c h i l d r e n t o be f a m i l i a r w i t h t h e br oad r a n g e o f l i t e r a l m a t e r i a l f o r young c h i l d r e n and t o d e v e l o p and u s e a p p r o p r i a t e c r i t e r i a f o r e v a l u a t i o n and s e l e c t i o n ; 6. r e a d i n g s k i l l s in e a r l y c h i l d h o o d e d u c a t i o n : competency in th e te a c h in g of s p e c i f i c reading s k i l l s in dev e lo p ­ m ent al s e q u e n c e s a p p r o p r i a t e f o r i n d i v i d u a l c h i l d r e n s h o u l d be d e v e l o p e d t h r o u g h a s t u d y o f t h e o r y and p r a c ­ t i c e r e l a t e d t o t h e de v e lo p m en t o f p r e - r e a d i n g and r e a d ­ in g s k i l l s i n e a r l y c h i l d h o o d . D i a g n o s t i c and c o r r e c ­ t i v e c o m p e t e n c i e s s h o u l d a l s o be d e v e l o p e d ; 7. math, s c ie n c e , s o c ia l s t u d i e s in e a r l y childhood educa­ tion: p r o s p e c t i v e t e a c h e r s s h o u l d become kn o w l e d g e a b l e a b o u t a p p r o p r i a t e o b j e c t i v e s , c o n t e n t , m e t h o d s , and m a t e r i a l s f o r h e l p i n g c h i l d r e n d e v e l o p modes o f i n q u i r y , c r i t i c a l t h i n k i n g , prob lem s o l v i n g t e c h n i q u e s , and v a l u e s ; 8. t h e e x p r e s s i v e a r t s in e a r l y c h i l d h o o d e d u c a t i o n : the t e a c h e r must p r o v i d e an e n v i r o n m e n t which i s a e s t h e t i c as w e l l as e m o t i o n a l l y s a f e t o f o s t e r e x p r e s s i o n ; and 9. w or ki ng w i t h p a r e n t s : p r o s p e c t i v e t e a c h e r s mu st l e a r n ways of s h a r i n g i n s i g h t s and i n f o r m a t i o n a b o u t young c h i l d r e n and a b o u t t h e c o n t r i b u t i o n s p a r e n t s can make t o t h e t e a c h e r ' s u n d e r s t a n d i n g o f c h i l d r e n , (p p . 35 0- 35 1] S t e w a r t , De nson, and S t o n e (1976) d e s c r i b e d a c o m p e t e n c y - b a s e d t e a c h e r e d u c a t i o n program d e v e l o p e d a t t h e U n i v e r s i t y o f Houston f o r e a rly childhood. The f o u n d a t i o n f o r t h e program was l a i d by d e v e l o p i n g statem ents of general competencies. Thes e c o m p e t e n c i e s were e s t a b ­ l i s h e d by l o o k i n g a t ways t e a c h e r s o f young c h i l d r e n be ha ve and t h e n l i s t i n g what good t e a c h e r s do t h a t f o s t e r s growth i n t h e i r p u p i l s and 50 what t h e y know e n a b l e s them t o be ha ve in t h e s e ways. Categories e x t r a c t e d from t h e l i s t o f c o m p e t e n c i e s wer e knowledge a b o u t t h e f i e l d , c h ild development, o b s e rv a tio n a l sk ills, the t e a c h e r as a perso n , the n a t u r e o f t e a c h e r i n t e r a c t i o n s w i t h c h i l d r e n and a d u l t s , c u r r i c u l u m d e v e lo p m e n t and i m p l e m e n t a t i o n , r e c o r d i n g and e v a l u a t i o n t e c h n i q u e s , management s k i l l s , experiences. i n n o v a t i v e programs and p r a c t i c e s , and i n t e r n s h i p Thes e c a t e g o r i e s were t h e n o r d e r e d from s i m p l e s t t o t h e most complex and d i v i d e d i n t o f o u r p h a s e s . Pha se one c o n s i s t s o f g e n e r a l c o m p e t e n c i e s i n a m o d u l a r i z e d i n ­ s tr u c ti o n a l form at. Ph a s e one m odules i n c l u d e m a n u s c r i p t w r i t i n g , w ritin g , observational port s ta f f , s k i l l s , c h ild development, t e a c h e r r o l e , sup­ c l a s s r o o m management ( d i s c i p l i n e ) , s c h e d u l i n g c r e a t i v e m a t e r i a l s and e q u i p m e n t , s p a c e f o r l e a r n i n g , and l e a r n i n g c e n t e r s . modules a r e o r g a n i z e d u s i n g t h e f o l l o w i n g f o r m a t : The r a tio n a le , objec­ t i v e s , grading s t r u c t u r e , p r e r e q u i s i t e s , p re-a sse ssm e n t, learn in g a l t e r ­ n a t i v e s , p o s t - a s s e s s m e n t , r e m e d i a t i o n s , module e v a l u a t i o n . f o c u s e s on c u r r i c u l u m d e v e l o p m e n t . Pha se two The a s s u m p t i o n o f t h e program d e ­ v e l o p e r s i s t h a t t e a c h e r s o f k i n d e r g a r t e n c h i l d r e n m u st be a b l e t o d e ­ v e l o p c u r r i c u l a t o m ee t t h e needs o f i n d i v i d u a l children. Ph a s e t h r e e f o c u s e s on i n n o v a t i v e e a r l y - c h i l d h o o d p r o g r a m s , and p h a s e f o u r com­ p ris e s the stu d e n t tea c h in g experience. The a u t h o r s s t a t e t h a t w h i l e t h e module f o r m a t i s s e e n as a m aj or component o f t h e c o m p e t e n c y - b a s e d t e a c h e r e d u c a t i o n pr ogram b e c a u s e i t p r o v i d e s t h e s t u d e n t w i t h m os t o f t h e i n f o r m a t i o n nee ded f o r s e l f - p a c i n g and s e l f - s e l e c t i o n ; able. o p p o r t u n i t i e s f o r group i n t e r a c t i o n a re a l s o a v a i l ­ Group i n t e r a c t i o n i s p r o v i d e d t h r o u g h s c h e d u l e d s e m i n a r s which 51 i n c l u d e l e c t u r e s and d i s c u s s i o n s . ditional These s e m i n a r s d i f f e r from more t r a ­ p r a c t i c e s i n t h a t t h e y a r e composed of sm a ll v o l u n t a r y g ro up s o f s t u d e n t s r a t h e r t h a n l a r g e c l a s s e s ( S t e w a r t , Denson, & S t o n e , 19 76). Competenc y-ba sed programs seem t o d i f f e r from c o n v e n t i o n a l t e a c h e r e d u c a t i o n p r i m a r i l y i n term s o f e x p l i c i t n e s s and s p e c i f i c i t y o f g o a l s . Katz (1977) s t a t e d t h a t " . . . w h i l e t h e t e a c h i n g o f young c h i l d r e n includes s e ts of demonstrable s k i l l s , i t is b e t t e r to th in k of teaching in t er m s o f l a r g e r p a t t e r n s o f b e h a v i o r s , i n c l u d i n g t h e a b i l i t y t o d e ­ c i d e which s k i l l s t o u s e and when t o u s e them" ( p . 179). Katz s t a t e d t h a t p e r h a p s t h e e f f e c t i v e n e s s o f a t e a c h e r i s n o t in b e h a v i o r p e r s e , b u t i n t h e meaning t h e l e a r n e r a s s i g n s t o t h a t b e h a v i o r . E d u c a t o r s s h o u l d be aware o f t h e CBTE movement and weigh t h e ad­ v a n t a g e s and r i s k s o f c o m p e t e n c y - b a s e d programs a g a i n s t t h e a d v a n t a g e s and r i s k s o f a l t e r n a t i v e a p p r o a c h e s . Views R e l a t e d t o t h e Demand i n Some S t a t e s fo r Specially Certified/L icensed K i n d e r g a r t e n / E a r l y Chi ldhood T e a c h e r s Becau se o f t h e i m p o r t a n c e o f p r e - s c h o o l t o a c h i l d ' s d e v e l o p m e n t , s t a n d a r d s and l i c e n s i n g f o r t h e s e s c h o o l s a r e v i t a l . The p r o c e d u r e f o r e n s u r i n g improved s t a n d a r d s f o r s c h o o l s f o r young c h i l d r e n v a r i e s from s t a t e t o s t a t e and w i t h i n c i t i e s . Through programs o f c o o p e r a t i v e a c t i o n , p l a n s s u i t a b l e f o r a g i v e n l o c a l i t y a r e d e v e l o p e d and p u t i n t o effect. L i c e n s i n g i s one form o f e n s u r i n g s t a n d a r d s i n p r e - s c h o o l centers. L i c e n s i n g , a c c o r d i n g t o L e e p e r , D a v i s , S k i p p e r , and W i t h e r s p o o n ( 1 9 6 8 ) , does n o t g u a r a n t e e optimum c o n d i t i o n s , b u t , r a t h e r , i n d i c a t e s a l e v e l 52 a t which s c h o o l s and t e a c h e r s can o p e r a t e s a f e l y and e f f i c i e n t l y . Many s t a t e s have v a r i o u s t y p e s o f c e r t i f i c a t i o n and l i c e n s i n g f o r tea c h e rs of k in d erg a rte n . W h it e , Z i g l e r , and K e y s e r l i n g ' s (1973) p r e d i c t i o n t h a t s o c i e t y would soon assume t h e r e s p o n s i b i l i t y f o r t h e e d u c a t i o n of i t s c h i l d r e n b e g i n n i n g a t b i r t h i s s u p p o r t e d by t h e num­ b e r o f s t a t e s which have a d o p te d s p e c i a l i z e d c e r t i f i c a t i o n programs f o r t e a c h e r s o f young c h i l d r e n . S t a t e s and t h e i r d e p a r t m e n t s o f e d u c a t i o n , ho we v e r, must c o n t i n u e in t h e i r e f f o r t s t o e n s u r e q u a l i t y programs f o r young c h i l d r e n t h r o u g h t h e c o n t i n u e d d e v e lo p m e n t o f a p p r o p r i a t e t r a i n ­ in g and c r e d e n t i a l i z i n g programs f o r e a r l y c h i l d h o o d e d u c a t o r s ( M i c h i ­ gan D ep ar tm ent o f E d u c a t i o n , 1985). Many of t h e s t a t e d e p a r t m e n t s o f e d u c a t i o n a r e b e g i n n i n g t o a d d r e s s t h e i s s u e o f e d u c a t i o n and l i c e n s i n g o f t e a c h e r s o f young c h i l ­ d r e n (NAEYC #23, 19 8 3 ) . These f i n d i n g s must be viewed i n t h e i r p r o p e r p e r s p e c t i v e s as some s t a t e s r e q u i r e no more t h a n one a d d i t i o n a l course fo r a specialized c e r tif ic a te . I t a p p e a r s t h a t s t a t e d e p a r t m e n t s o f e d u c a t i o n have come f u l l c y c le in c e r t i f i c a t i o n re q u ire m e n ts . The e x a m i n a t i o n , once t h e o n l y means o f c e r t i f y i n g t e a c h e r s , seems t o be r e s u r f a c i n g . Th is i s e v i ­ den ced by t h e number o f s t a t e s which c u r r e n t l y g r a n t t e a c h e r c e r t i f i ­ c a t i o n b a s ed on e x a m i n a t i o n s c o r e s su ch as t h e N a t i o n a l T e a c h e r Exami­ n a t i o n ( V l a a n d e r e n , 1979). Alth ou gh t h e r e i s n o t a body o f e m p i r i c a l d a t a which s u p p o r t s t h e h y p o t h e s i s t h a t s p e c i a l i z e d t r a i n i n g and c r e d e n t i a l i z i n g i n c r e a s e t h e q u a l i t y o f programs f o r k i n d e r g a r t e n c h i l d r e n , b u t i t seems l i k e l y th a t professional t r a i n i n g and c r e d e n t i a l i z i n g would a p p e a r t o h e l p 53 e n s u r e a minimum l e v e l children. o f co mpetence among e d u c a t o r s o f k i n d e r g a r t e n T h i s p o i n t o f view i s c o n s i s t e n t w i t h views e x p r e s s e d by L e p e e r , S k i p p e r , and W i t h e r s p o o n (1979) and as s t a t e d by Spodek (1972). T h e r e i s no e v i d e n c e t h a t i n v o l v e m e n t i n c e r t a i n k i n d s o f t r a i n i n g e x p e rie n c e produces b e t t e r te a c h e rs than involvement in o t h e r kinds. The r e q u i r e m e n t o f a c o l l e g e d e g r e e , ho we ve r, does a l l o w a number o f s e l e c t i n g f a c t o r s t o i n f l u e n c e t h e d e c i s i o n o f who t e a c h e s . S t a t u s o f K i n d e r g a r t e n and E a r l y Chil dh ood T e a c h e r C e r t i f i c a t i o n Th r o u g h o u t the United S t a te s In t h e U n i t e d S t a t e s many c h i l d r e n u n d e r t h e age o f se ve n a r e i n v o l v e d in programs i n t e n d e d t o p r o v i d e f o r t h e i r c a r e and e d u c a t i o n (Almy). In t h e U n i t e d S t a t e s , young c h i l d r e n do have s p e c i a l status, b u t i t s s i g n i f i c a n c e v a r i e s d e p e n d i n g on su ch f a c t o r s as s o c i o e c o n o m i c s t a t u s o f t h e c h i l d ' s f a m i l y and w h e t h e r s / h e l i v e s i n an u r b a n , suburban, or r u r a l area. Fr o e b el p r e d i c t e d t h a t t h e k i n d e r g a r t e n would f i n d i t s growth i n t h e U n i t e d S t a t e s . greatest Tru e t o t h i s p r e d i c t i o n , in no o t h e r c o u n t r y has t h e k i n d e r g a r t e n s p i r i t been so w i d e l y a p p l i e d t o sc ho ol wor k, and nowhere has t h e o r i g i n a l and improved ( L a m b e r t , 19 68 ) . k i n d e r g a r t e n i d e a been so expanded A l th oug h t h i s e d u c a t i o n a l c h i l d r e n i s fo u n d t o d a y i n some form in n e a r l y a l l p l a n f o r young c o u n trie s of the w o r l d , i t i s i n t h e U n i t e d S t a t e s t h a t t h e i d e a s o f F r o e b el have been most e n t h u s i a s t i c a l l y a c c e p t e d and p u t i n t o p r a c t i c e . In t h e U n i t e d S t a t e s , as has been p o i n t e d o u t , . k i n d e r g a r t e n s have p l a y e d a l e a d i n g r o l e i n d e v e l o p i n g new t h e o r i e s o f c h i l d h o o d e d u c a t i o n . During t h e p a s t 50 y e a r s , t h e p e r i o d which saw t h e e v o l u t i o n of 54 p r o g r e s s i v e t h e o r y and p r a c t i c e in e d u c a t i o n , t h e k i n d e r g a r t e n has grown from a l i t t l e - u n d e r s t o o d i n s t i t u t i o n t o one which i s s c i e n t i f i ­ c a l l y gro un ded in r e s e a r c h ( L a m b e r t , 19 58 ). The modern k i n d e r g a r t e n i s " p r o g r e s s i v e " t o t h e e x t e n t t h a t i t a p p l i e s t h e f i n d i n g s o f modern b i o l o g i c a l and p s y c h o l o g i c a l s c i e n c e t o t h e e d u c a t i o n o f c h i l d r e n so t h a t t h e y can more e f f e c t i v e l y d e v e l o p their p o ten tialities as i n d i v i d u a l s and as r e s p o n s i b l e members o f our society. In s p i t e o f t h e e d u c a t i o n a l le a d w h i c h , on t h e w h o l e , t h e a r e a o f e a r l y c h i l d h o o d e d u c a t i o n e n j o y s , even in k i n d e r g a r t e n some h i g h l y form alized procedures s t i l l p e r s i s t which a r e d i f f i c u l t t o j u s t i f y l i g h t o f what i s known a b o u t t h e young c h i l d . in As Gans, S t e n d l e r , and Almy (1975) p o i n t e d o u t , t h e m a j o r p u r p o s e o f e d u c a t i o n a t t h e k i n d e r ­ g a r t e n and p r i m a r y l e v e l pupil." i s " t o meet t h e i n t e r e s t s and needs o f t h e S h e r e r (1939) b e l i e v e d t h a t a sc h o o l f o r young c h i l d r e n s h o u ld be a p l a n n e d e d u c a t i v e e n v i r o n m e n t which p r o v i d e s e x p e r i e n c e and g u i d a n c e f o r each c h i l d i n harmony w i t h h i s / h e r p o t e n t i a l i t i e s and n e e d s - - e x p e r i e n c e s t h a t w i l l e n a b l e t h e c h i l d t o p a r t i c i p a t e as i n t e l ­ l i g e n t l y as p o s s i b l e in i m p o r t a n t human a c t i v i t i e s , help develop values and p a t t e r n s o f b e h a v i o r a p p r o p r i a t e t o t h e d e m o c r a t i c way o f l i f e ( L a m b e r t , 1958). Because e d u c a t i o n in t h e U n i t e d S t a t e s is a d m in is te re d , con­ t r o l l e d , and t o some e x t e n t s u p p o r t e d l o c a l l y , t h e r e w i l l c o n t i n u e t o be d i f f e r i n g p h i l o s o p h i e s r e g a r d i n g t h e f u n c t i o n o f any p a r t i c u l a r s e g ­ ment o f t h e s c h o o l . K i n d e r g a r t e n e d u c a t i o n t o d a y i s c o n c e i v e d t o be a " r e c o n s t r u c t i o n o f e x p e r i e n c e , " t o us e Dewey's t e r m i n o l o g y . Every 55 m in u t e o f a c h i l d ' s life, t h e c h i l d i s l e a r n i n g s o m e th in g and a d a p t i n g what s / h e l e a r n s t o t h e s o l u t i o n o f new and i n c r e a s i n g l y d i f f i c u l t problems. With t h i s p h i l o s o p h y , i t i s c l e a r t o r e c o g n i z e t h e many values of k in d erg a rte n ex p e rien c e . L i c e n s i n g and c e r t i f i c a t i o n throughout the United S t a t e s a re of v i t a l importance. laws The N a t i o n a l A s s o c i a t i o n f o r t h e E d u c a t i o n o f Young C h i l d r e n (NAEYC) and t h e Na­ t i o n a l A s s o c i a t i o n f o r E a r l y Ch il dh oo d T e a c h e r E d u c a t o r s (NAECTE) d e m o n s t r a t e d t h e i r c o n c e r n f o r t h e e d u c a t i o n and c a r e o f young c h i l ­ d r e n w i t h a membership a c t i o n g r a n t (MAG) t o s u r v e y c e r t i f i c a t i o n r e q u i r e m e n t s o f s t a t e t e a c h e r c e r t i f i c a t i o n o f f i c e s and r e c o g n i t i o n sy s te m s o f n o n - g o v e r n m e n t a l o r g a n i z a t i o n s . F o r t y - n i n e s t a t e s and t h e D i s t r i c t o f Columbia r e p o r t e d some form o f c e r t i f i c a t i o n f o r t e a c h e r s o f c h i l d r e n aged e i g h t and below. Twenty-two s t a t e s r e p o r t e d a v a i l a b i l i t y o f a c e r t i f i c a t e f o r t e a c h e r s o f c h i l d r e n below t h e age o f f i v e . F o r t y - f o u r s t a t e s r e p o r t e d be in g t h e s o l e agency t o c e r t i f y t e a c h e r s in e a r l y c h i l d h o o d e d u c a t i o n . Seven s t a t e s r e p o r t e d w o r k i n g w i t h o t h e r a g e n c i e s a n d / o r n o n - g o v e r n ­ m ent al o r g a n i z a t i o n . Four s t a t e s r e q u i r e an e x a m i n a t i o n t o e n t e r t h e t e a c h e r p r e p a r a ­ t i o n pr o g ra m , s ev en r e q u i r e an e x a m i n a t i o n on c o m p l e t i o n o f t h e p r e p a ­ r a t i o n , and one s t a t e r e q u i r e s an e x a m i n a t i o n b o t h on e n t r y and com­ pletion. F i f t e e n s t a t e s and t h e D i s t r i c t o f Columbia a c c e p t e d documented su ccessfu l teaching c e r t i f i c a t i o n w ith in given l i m i t a t i o n s . Documented r e c o g n i t i o n o f comp etency to w a rd a c e r t i f i c a t e was a c c e p t e d by e i g h t states. The C h i l d Deve lop men t A s s o c i a t e (CDA) was a c c e p t e d by one 56 state, but only fo r n u rse ry sch o o l. C r e d e n t i a l i n g Program r e p o r t e d had a d a p t e d CDA i n t o As o f A p r i l 1983, t h e CDA N a t i o n a l 26 s t a t e s and t h e D i s t r i c t o f Columbia l i c e n s i n g r e q u i r e m e n t s , and one s t a t e s a i d CDA was t h e "backbone" o f i t s s y s t e m . Thr ee q u e s t i o n s were a s k ed r e l a t i n g t o t h e a c ade m ic r e q u i r e m e n t s f o r c e r t i f i e d p e r s o n n e l w or ki ng w i t h c h i l d r e n u n d e r t h e age o f f i v e . The q u e s t i o n s d e a l t w i t h g e n e r a l o r l i b e r a l e d u c a t i o n , and c r e d i t hour r e q u i r e m e n t s . education, professional The c a t e g o r i e s u n d e r t h e f i r s t two q u e s t i o n s were t a k e n from s t a n d a r d s recommended by t h e Asso­ c i a t i o n o f Chil dho od E d u c a t i o n I n t e r n a t i o n a l (ACEI). Nineteen s t a t e s responded to th e p o r tio n of the questionnaire r e q u e s t i n g i n f o r m a t i o n on c e r t i f i c a t i o n r e q u i r e d f o r p e r s o n n e l who t e a c h c h i l d r e n below t h e age o f f i v e . Respons es o f t h o s e s t a t e s a r e d e s c r i b e d below ( B o u v e r a t , 1983, p. 4 ) . Ge ne r al E d u c a t i o n Re qu ire m en ts P r e s c r i b e d f o r P r e - P r i m a r y P e r s o n n e l tings in P re-P rim ary S e t ­ Number o f S t a t e s P u b l i c S u p p o r te d Categories G e n e ral/lib era l education Academic m aj or Tchr. 18 4 7 4 4 Academic mino r Focus on e a r l y c h i l d h o o d e d u c a t i o n Admin. 11 3 Twenty-two s t a t e s r e s p o n d e d t o t h e q u e s t i o n on p r o f e s s i o n a l e d u c a t i o n , and t h e i r r e s p o n s e s f o l l o w . 57 Professional Education R e q u i re m en t s P r e s c r i b e d f o r P r e - P r i m a r y P e r s o n n e l i n P r e - P r i m a r y S e t ­ tings Number o f S t a t e s P u b lic Supported Categories T c hr . Admi n . Foundations 15 3 C h i l d growth and de v e lo p m en t 19 2 Learning-teaching 12 3 Small gr ou p dynamics 10 2 C u r r i c u l u m and methods 21 3 Professional 20 4 lab o rato ry experiences T h irty s t a t e t e a c h e r c e r t i f i c a t i o n o f f i c e s responded to the ques­ t i o n as t o how many q u a r t e r o r s e m e s t e r ho u rs wer e r e q u i r e d i n l i b e r a l or general ed u c atio n , p ro fe s s io n a l e d u c a t i o n , o b s e r v a t i o n and p a r t i c i ­ p a t i o n , and p r a c t i c u m o r s t u d e n t t e a c h i n g . The d i v e r s i t y o f t h e a n s w e rs was s uc h t h a t no a d e q u a t e summary was p o s s i b l e . I t s h o u l d be n o t e d t h a t , i n some s t a t e s , c r e d i t ho ur s a r e mand ated by a d e p a r t m e n t o f e d u c a t i o n ; i n o t h e r s t a t e s , b a s i c p r i n ­ c i p l e s a r e s p e c i f i e d and i n s t i t u t i o n s p r e p a r i n g t e a c h e r s s e t t h e requirem ents f o r c e r t i f i c a t i o n . A c c o r d in g t o t h e s t u d y by B o u v e r e t ( 1 9 8 3 ) , s t a t e t e a c h e r c e r t i f i c a t i o n o f f i c i a l s wer e a s k e d t o i n d i c a t e i f c e r t i f i c a t e s were a v a i l a b l e t o e a r l y c h i l d h o o d p e r s o n n e l w or ki ng e i t h e r i n p u b l i c o r p r i v a t e l y - s u p p o r t e d f a c i l i t i e s and w h e t h e r a c e r t i f i c a t e was r e q u i r e d o r a v a i l a b l e . S t a t e s making no r e s p o n s e wer e A r k a n s a s , G e o r g i a , Ha wai i, Minne­ s o t a , Montana, Nevada, Oregon, Rhode I s l a n d , T e n n e s s e e , and Wyoming. 58 The s t a t e s h a v i n g a v a i l a b l e c e r t i f i c a t i o n f o r t e a c h e r s o f p r e ­ p r i m a r y a r e A l a s k a , D e l a w a r e , t h e D i s t r i c t o f Colu mb ia, I n d i a n a , Iowa, K a n s a s , M i s s i s s i p p i , M i s s o u r i , N e b r a s k a , New H a m p s hi re , New J e r s e y , New Mex ico , North C a r o l i n a , Oh io , P e n n s y l v a n i a , T e x a s , and Utah. S t a t e s making a v a i l a b l e c e r t i f i c a t i o n f o r t e a c h e r s o f k i n d e r g a r t e n a re A laska, Delaware, M a ss a c h u s e tts, M i s s i s s i p p i , M is s o u ri, Nebraska, New H a m p s h ir e , New J e r s e y , New Mex ico , O hi o, and T e x a s . The s t a t e s making a v a i l a b l e c e r t i f i c a t i o n f o r t e a c h e r s o f p r im a ry a re A lask a, Delaware, Idaho, Maryland, M i s s i s s i p p i , M is s o u r i, Nebraska, New H a m p s h ir e , New J e r s e y , New Mexico, O hi o, and Te x a s . The s t a t e s r e q u i r i n g c e r t i f i c a t i o n f o r p r e - p r i m a r y t e a c h e r s a r e Alabama, C a l i f o r n i a , C o n n e c t i c u t , I l l i n o i s , M i s s i s s i p p i , Oklahoma, T e x a s , Vermont, and West V i r g i n i a . The s t a t e s r e q u i r i n g c e r t i f i c a t i o n f o r k i n d e r g a r t e n t e a c h e r s a r e Alabama, C a l i f o r n i a , C o l o r a d o , C o n n e c t i c u t , D e l a w a r e , t h e D i s t r i c t of Col um bia , F l o r i d a , I d a h o , I l l i n o i s , I n d i a n a , Iowa, Ke nt uc ky , Maine, M a s s a c h u s e t t s , M i c h i g a n , M i s s i s s i p p i , N e b r a s k a , New H am ps hi re , New J e r s e y , New Mexico, New Yo rk , North C a r o l i n a , North D a k o t a , Ohio, Oklahoma, P e n n s y l v a n i a , T e x a s , U t a h , V i r g i n i a , W a s h i n g t o n , West V i r g i n i a and W i s c o n s i n . The s t a t e s r e q u i r i n g c e r t i f i c a t i o n f o r p r i m a r y t e a c h e r s a r e Alabama, C a l i f o r n i a , C o l o r a d o , C o n n e c t i c u t , t h e D i s t r i c t o f Columbia, Idaho, I l l i n o i s , Iowa , Ken tu c ky , Maine, M i c h i g a n , M i s s i s s i p p i , Nebraska, New H a m p s h ir e , New J e r s e y , New Mexico, North C a r o l i n a , North Da ko ta , Oh io , Oklahoma, P e n n s y l v a n i a , T e x a s , U t a h , V i r g i n i a , W a sh i n g t o n , West V i r g i n i a , and W i s c o n s i n . 59 I t i s i m p o r t a n t t o n o t e t h a t some s t a t e s were c o n s i d e r i n g c e r t i f i ­ catio n f o r e a rly childhood ed ucation personnel in p u b l i c s c h o o l s . These i n c l u d e A l a s k a , Ma ine , N e b r a s k a , Rhode I s l a n d , and Wyoming. The s t a t e s o f A l a s k a , Main e, N e b r a s k a , and Rhode I s l a n d r e q u i r e t e a c h e r s o f p r e - p r i m a r y , k i n d e r g a r t e n , and p r i m a r y t o be c e r t i f i e d w e ll as k i n d e r g a r t e n / e l e m e n t a r y t e a c h e r s . They c a l l as i t a K-E c e r t i f i ­ cate. S t a t u s o f K i n d e r g a r t e n and E a r l y Chil dh oo d Teacher C e r t i f i c a t i o n in the S t a t e s o f M ich ig an and I n d i a n a C e r t i f i c a t i o n laws i n t h e s t a t e o f Michigan r e q u i r e two t y p e s of certification: ( a ) an e l e m e n t a r y c e r t i f i c a t e a l l o w s t h e h o l d e r t o t e a c h a l l g r a d e s o f k i n d e r g a r t e n t h r o u g h g r a d e e i g h t , and (b) a s e c o n ­ d a r y c e r t i f i c a t e a l l o w s t h e h o l d e r to t e a c h g r a d e s s e v en t h r o u g h t w e l v e . Th e re a r e , ho weve r, many d i f f e r e n t e n d o r s e m e n t s a v a i l a b l e . T e a c h e r s i n M ic hi ga n who wis h t o t e a c h t h e e a r l y c h i l d h o o d s t u d e n t have u n d e r g r a d u a t e and g r a d u a t e l e v e l o p t i o n s t h e y may ch oos e t o p u r s u e However, no c r e d e n t i a l certificate. i s r e q u i r e d o f them o t h e r t h a n an e l e m e n t a r y The M ic h ig a n D e p a r tm en t o f E d u c a t i o n i s t h e o n l y c e r t i f y ­ ing agency i n t h e s t a t e . issue a pre-school The M ic h ig a n D e p a r tm en t o f E d u c a t i o n does n o t (e a r ly childhood) c e r t i f i c a t e . E arly childhood e d u c a t i o n can be a m in o r on any c e r t i f i c a t e . At t h e u n d e r g r a d u a t e l e v e l , a m in o r o f 20 s e m e s t e r ho u rs i n e a r l y c h i l d h o o d e d u c a t i o n can be p a r t o f an i n i t i a l •certificate. or co n tin u in g elementary The f o l l o w i n g c o l l e g e s and u n i v e r s i t i e s c u r r e n t l y o f f e r t h i s m inor ( r e q u i r e m e n t s v a r y from s c h o o l t o s c h o o l ) : Western Michigan U n i v e r s i t y , C e n t r a l Michigan U n i v e r s i t y , Grand V a l l e y S t a t e C o l l e g e , 60 H i l l s d a l e C o l l e g e , Marygrove C o l l e g e , Mercy C o l l e g e , M ich ig an S t a t e U n i v e r s i t y , N a z a r e t h C o l l e g e , S i e n a H e i g h t s C o l l e g e , and S p r i n g Arbor C o l l e g e (MDE, 19 83). At t h e g r a d u a t e l e v e l , a "ZA" e n d o rs e m e n t i_s a v a i l a b l e upon com­ p l e t i o n o f 18 s e m e s t e r h o u r s . vary. As w i t h t h e m i n o r , c o u r s e r e q u i r e m e n t s A c c o rd in g t o t h e Michigan D ep ar tm ent o f E d u c a t i o n , a number o f c o l l e g e s and u n i v e r s i t i e s o f f e r t h i s e n d o r s e m e n t . I t s h o u l d be n o t e d c l e a r l y t h a t t h e c h i l d d e v e l o p m e n t a s s o c i a t e credential (CDA) i s n o t c u r r e n t l y r e c o g n i z e d as an a l t e r n a t i v e t o an e a r l y c h i l d h o o d e d u c a t i o n m in o r o r "ZA" e n d o r s e m e n t i n M ic h i g a n . CDA c r e d e n t i a l The i s a c o m p e t e n c y - b a s e d c r e d e n t i a l f o r s t a f f w or ki ng w i t h c h i l d r e n ages t h r e e t o f i v e i n a gr oup s i t u a t i o n . re q u ir e c e r t i f i c a t i o n f o r personnel in p u b l i c - s u p p o r t e d a n d / o r p r i v a t e s u p p o r t e d s e t t i n g s f o r c h i l d r e n ages z e r o Michi ga n c e r t i f i c a t i o n M ich ig an does to e i g h t (MDE, 1 9 8 3 ) . laws r e g a r d i n g t e a c h e r s o f k i n d e r g a r t e n / e a r l y c h i l d h o o d a r e v a s t l y d i f f e r e n t from t h o s e o f t h e s t a t e o f I n d i a n a ( s e e t h e ap p e n d ix f o r a d e t a i l e d d e s c r i p t i o n ) . t h e s t a t e o f I n d i a n a has mandated a l l licenses. S i n c e 1978, new t e a c h e r s t o have s p e c i a l i z e d I n d i a n a o f f e r s an e a r l y c h i l d h o o d e d u c a t i o n l i c e n s e which allows th e holder to teach a l l s u b j e c t s in p r e - k i n d e r g a r t e n c l a s s e s . The a d d i t i o n o f k i n d e r g a r t e n e n d o rs e m e n t t o t h e l i c e n s e in e a r l y c h i l d h o o d e d u c a t i o n q u a l i f i e s t h e h o l d e r t o t e a c h k i n d e r g a r t e n as w e l l as p r e - k i n d e r g a r t e n c l a s s e s . The k i n d e r g a r t e n - p r i m a r y e d u c a t i o n l i c e n s e h o l d e r i s e l i g i b l e t o teach a ll s u b j e c t s in k in d e r g a rte n through grade t h r e e . The e l e m e n t a r y l i c e n s e h o l d e r i s e l i g i b l e t o t e a c h a l l s u b j e c t s i n g r a d e s one t h r o u g h 61 s i x and n o n - d e p a r t m e n t a l i z e d g r a d e s s e v en and e i g h t . The a d d i t i o n o f a k i n d e r g a r t e n e n d o r s e m e n t t o t h e l i c e n s e in e l e m e n t a r y e d u c a t i o n q u a l i f i e s the holder to teach a ll i n g r a d e s one t h r o u g h s i x . subjects in k i n d e r g a r t e n as w e l l as Indiana a ls o re q u ire s a ju n io r high/ m i d d l e sc h o o l e d u c a t i o n l i c e n s e . The i m p o r t a n t d i f f e r e n c e s between t h e two s t a t e s c o n c e r n l i c e n s e s a v a i l a b l e and l i c e n s e s r e q u i r e d . M ich ig an r e q u i r e s o n l y an e l e m e n t a r y o r s e c o n d a r y l i c e n s e t o be p r o p e r l y c r e d e n t i a l e d t o t e a c h in Michi gan schools. The 1978 I n d i a n a l e g i s l a t i o n r e q u i r e d e i t h e r an e a r l y c h i l d ­ hood, k in d e r g a r t e n - p r im a r y , e le m e n ta ry , middle s c h o o l, or secondary license. censes. In bo th s t a t e s , e n d o r s e m e n t s may be added t o e x i s t i n g l i ­ The Michi gan code seems t o a l l o w l i c e n s e d t e a c h e r s more o p t i o n s . The I n d i a n a code l i m i t s t h e g r a d e s which may be t a u g h t . Many t e a c h e r s a r e p r e s e n t l y t e a c h i n g in I n d i a n a s c h o o l s who were c e r t i f i e d t o t e a c h a t l e v e l s f o r which t h e y would now n o t be c e r t i f i e d . r e s u l t s o f t h e 1978 t e a c h e r c e r t i f i c a t i o n code r e v i s i o n s w i l l The become e v i d e n t as t h e pool o f t h e s e p r e v i o u s l y c e r t i f i e d e d u c a t o r s s h r i n k s . Summary A d i f f i c u l t y r e l a t e d t o a r e v i e w o f t h e l i t e r a t u r e on e a r l y c h i l d h o o d or k i n d e r g a r t e n e d u c a t i o n , t e a c h e r t r a i n i n g , and c r e d e n t i a l ing l i e s i n t h e f a c t t h a t t h e f i e l d has been so d i v e r s i f i e d use of nomenclature. in i t s Beca use o f t h e d i v e r s i t y o f s u p p o r t f o r e a r l y c h i l d h o o d p r o g r a m s , a r a n g e o f terms has been d e v e l o p e d t o c h a r a c t e r ­ i z e them. The term s n u r s e r y s c h o o l and k i n d e r g a r t e n , f o r e x a m p l e , a t one ti m e r e p r e s e n t e d programs f o r c h i l d r e n t h a t were q u i t e d i f f e r e n t from one a n o t h e r in p r a c t i c e as w e ll as t h e o r y . P r e s e n t programs 62 u n d e r t h e s e two c a t e g o r i e s have so much o v e r l a p , bo t h in t h e i r a c t i v i t i e s and in t h e a s s u m p t i o n s t h a t u n d e r g i r d them, t h a t t h e d i f f e r e n t i a t i o n becomes s i g n i f i c a n t o n l y i n o r g a n i z a t i o n a l (Frazier, t erm s 196 8) . Seven q u e s t i o n s were a d d r e s s e d i n t h i s l i t e r a t u r e review which were c o n s i d e r e d i m p o r t a n t t o t h i s s t u d y : concept of k in d e r g a r t e n develop? ( a ) How d i d t h e (b) What t h e o r i e s o f c h i l d growth and d e v e lo p m e n t have c o n t r i b u t e d t o t h e growth o f k i n d e r g a r t e n ? ( c) What led t o t h e demand i n some s t a t e s f o r s p e c i a l l y c e r t i f i e d / lic e n se d k i n d e r g a r t e n / e a r l y childhood tea c h e rs? (d) What co m p e te n ­ cies w ere/are sought fo r kindergarten teachers? ( e ) How d i d t e a c h e r c e r t i f i c a t i o n d e v e l o p and grow? ( f ) What i s t h e s t a t u s o f k i n d e r ­ g a r t e n and e a r l y c h i l d h o o d t e a c h e r c e r t i f i c a t i o n United S t a te s ? throughout the (g) What i s t h e s t a t u s o f k i n d e r g a r t e n and e a r l y childhood te a c h e r c e r t i f i c a t i o n i n Michigan and I n d i a n a ? The modern k i n d e r g a r t e n i s t h e f r u i t o f c e n t u r i e s o f t h o u g h t and e x p e r i m e n t a t i o n . The Greek p h i l o s o p h e r s p o i n t e d o u t t h e impo r­ tance of e a r l y y e a rs of childhood. fitted by n a t u r e f o r some s p e c i a l P l a t o f e l t t h a t e v e r y c h i l d was t a s k - -f r o m simple l a b o r e r to r u l e r - - a n d t h a t t h e goal o f e d u c a t i o n was t o p r e p a r e h i m / h e r f o r t h a t task. For s e v e r a l c e n t u r i e s a f t e r P l a t o ’ s t i m e , h i s t o r y r e c o r d s no o u t s t a n d i n g e d u c a t o r who was p r i m a r i l y c o n c e r n e d w i t h t h e t r a i n i n g o f young c h i l d r e n . In 1416, a copy o f Q u i n t i l i a n ' s I n s t i t u t i o n i s O r a t o r i a l , w r i t t e n i n t h e f i r s t c e n t u r y A . D . , was d i s c o v e r e d . Another of th e e a r l i e s t e d u c ato rs to a p p r e c i a t e the importance of young c h i l d r e n was John Amos Comenius, a b i s h o p who b e l i e v e d in t h e 63 i n n a t e d e p r a v i t y o f man. Comenius ur g ed t e a c h e r s t o a p p e a l to a c h i l d ' s s e n s o r y p e r c e p t i o n s and t o u s e m a t e r i a l s ba sed on a c h i l d ' s own e x p e r i e n c e s . The French p h i l o s o p h e r J e a n - J a c q u e s Rousseau l a i d e mp ha si s upon s t u d y of t h e c h i l d and h i s / h e r n a t u r e . His i d e a s g r e a t l y i n f l u e n c e d t h e work o f b ot h F r o e b el and P e s t a l o z z i and s t r o n g l y i n f l u e n c e d educational p r a c t ic e today. P e s t a l o z z i was a t e a c h e r who d e v e l o p e d h i s t h e o r i e s in a c t u a l a s s o c i a t i o n w i t h c h i l d r e n . He a l s o r e c o g n i z e d t h e v a l u e o f s e n s o r y i m p r e s s i o n s in t e a c h i n g young c h i l d r e n . F r e i d r i c h F r o e b el was i n f l u e n c e d by P e s t a l o z z i " fa th e r of the k in d e rg a rte n ." and i s c a l l e d t h e F r o e b el d e v e l o p e d a p r e c i o u s sy ste m of " g i f t s " or " p l a y t h i n g s , " o c c u p a t i o n s and handwork a c t i v i t i e s , s o n g s , games, s t o r i e s , and g a r d e n i n g . F r o e b e l v a l u e d t h e c h i l d as a c h i l d and saw p l a y as s e r i o u s and s i g n i f i c a n t . He viewed t h e c h i l d as a u n i q u e , c r e a t i v e , and p r o d u c t i v e p e r s o n who l e a r n e d t h r o u g h a c t i v i t y . F r o e b el l a i d an i m p o r t a n t f o u n d a t i o n f o r wh at would be a l a t e r conception: the c h ild - c e n te r e d school. At t h e t u r n o f t h e c e n t u r y , i n f l u e n t i a l by G. S t a n l e y Hall and John Dewey. i d e a s were p u t f o r w a r d The i m p a c t o f t h e i r i d e a s on t h e i r own s t u d e n t s as w e l l as on t e a c h e r e d u c a t i o n a c c o u n t s i n p a r t f o r t h e de v e lo p m en t o f t h e un i q u e c h a r a c t e r o f k i n d e r g a r t e n i n t h e United S t a t e s . Ma ria M o n t e s s o r i f o r m u l a t e d a new a p p r o a c h t o e a r l y c h i l d h o o d e d u c a t i o n which g e n e r a t e d some c r i t i c i s m i n 1912. Her a p p r o a c h has e x p e r i e n c e d many c h a n g e s , and s i n c e t h e 1960s i t has e x p e r i e n c e d a revival e x i s t i n g to d a y i n many c o u n t r i e s and s t a t e s . 64 Among t h e many i n v e s t i g a t o r s in t h e a r e a o f c h i l d gr ow th and d e v e lo p m e n t were Sigmund F r e u d , E r i k E r i k s o n , and J e a n P i a g e t . The t h e o r i e s o f Sigmund Freud have g r e a t l y i n f l u e n c e d o u r u n d e r s t a n d i n g of p e r s o n a l i t y development. E r i k E r i k s o n ' s i n t e r e s t in p e r s o n a l i t y d e v e lo p m e n t l e d him t o o b s e r v e p e o p l e in a l l d i f f e r e n t c u l t u r e s . From h i s s t u d i e s , he f o r m u l a t e d a t h e o r y o f s t a g e s in p e r s o n a l i t y g r ow t h. J e a n P i a g e t was a Swiss p s y c h o l o g i s t who became i n t e r e s t e d in t r a c i n g how mo tor s k i l l s , p e r c e p t i o n s , and c o g n i t i v e a b i l i t i e s a r e a c q u i r e d i n a p r o c e s s o f a s s i m i l a t i n g new e x p e r i e n c e t o p r e ­ existing stru c tu re s. P i a g e t ' s t h e o r y and t h e e x p e r i m e n t a l work he has done have been i n t e r p r e t e d i n d i f f e r e n t ways by d i f f e r e n t e d u c a ­ tors . Concern a b o u t t h e r o l e o f c h i l d r e n and f a m i l i e s in an a f f l u e n t s o c i e t y began in t h e 1950s and c o n t i n u e d t h r o u g h t h e 1960 s. Teachers p r e p a r i n g t o t e a c h young c h i l d r e n were e n c o u r a g e d t o t a k e c o u r s e s which would p r o v i d e them w i t h a r i c h c u l t u r a l ba c kg ro un d and a s t r o n g knowledge and u n d e r s t a n d i n g o f t h e gro wth and d e v e l o p m e n t o f young children. 1957, a l l Of t h e 41 s t a t e s t h a t s u p p o r t e d p u b l i c k i n d e r g a r t e n s in e x c e p t f o u r had s e t up r e q u i r e m e n t s f o r t h e c e r t i f i c a t i o n of kindergarten teach ers. C e r t i f i c a t i o n t r e n d s in t h e 1950s r e f l e c t e d a move to ward r e d u c i n g t h e number o f s e p a r a t e name c e r t i f i c a t e s t o a minimum. G e n e r a l l y , c e r t i f i c a t e s o f f e r e d were o f two t y p e s : p r o b a t i o n a r y and (b) p e rm a n e n t . ( a) Now many s t a t e s have s e t more r i g i d e d u c a t i o n a l r e q u i r e m e n t s and have l i c e n s e s o r e n d o r s e m e n t s r e q u i r e d of those teaching k in d e rg a rte n . Many s t a t e d e p a r t m e n t s o f e d u c a t i o n a r e a d d r e s s i n g t h e i s s u e o f e d u c a t i o n and l i c e n s i n g o f t e a c h e r s o f 65 young c h i l d r e n (NAEYC #2 3, 1983). I t appears t h a t s t a t e departments o f e d u c a t i o n a r e becoming more aware o f c e r t i f i c a t i o n and l i c e n s i n g , and a c r i t i c a l ey e i s s u r v e y i n g what i s and how i t can become b e t t e r f o r t h e outcome o f young c h i l d r e n . In t h e U n i t e d S t a t e s , k i n d e r g a r t e n s have p l a y e d a l e a d i n g r o l e in d e v e l o p i n g new t h e o r i e s o f c h i l d h o o d e d u c a t i o n . 50 y e a r s , many ch a ng es have t r a n s p i r e d . little u n d e r s t o o d , and now i t i s , Dur ing t h e p a s t The k i n d e r g a r t e n was once as Lambert (1958) s a y s , grou nd ed in research. The modern k i n d e r g a r t e n i s " p r o g r e s s i v e " t o t h e e x t e n t t h a t i t a p p l i e s t h e f i n d i n g s o f modern b i o l o g i c a l and p s y c h o l o g i c a l science t o t h e e d u c a t i o n o f c h i l d r e n so t h a t t h e y can more e f f e c t i v e l y d e v e l o p their p o ten tia lities society. as i n d i v i d u a l s and as r e s p o n s i b l e members o f our Decause e d u c a t i o n i n t h e U n i t e d S t a t e s i s a d m i n i s t e r e d , c o n t r o l l e d , and t o some e x t e n t s u p p o r t e d l o c a l l y , t h e r e w i l l c o n ­ t i n u e t o be d i f f e r i n g p h i l o s o p h i e s r e g a r d i n g t h e f u n c t i o n o f any p a r t i c u l a r segme nt o f t h e s c h o o l . C e r t i f i c a t i o n laws i n t h e s t a t e o f Michi gan r e q u i r e two t y p e s o f certification: ( a ) an e l e m e n t a r y c e r t i f i c a t e a l l o w s t h e h o l d e r t o t e a c h a l l g r a d e s o f k i n d e r g a r t e n t h r o u g h g r a d e e i g h t , and (b) a s e c o n d a r y c e r t i f i c a t e a l l o w s t h e h o l d e r t o t e a c h g r a d e s se ve n t h ro u g h twelve. At t h e g r a d u a t e l e v e l , a ZA ( e a r l y c h i l d h o o d ) e n d o r s e m e n t js_ a v a i l a b l e upon c o m p l e t i o n o f 18 s e m e s t e r h o u r s . S i n c e 1978, t h e s t a t e o f I n d i a n a has mandated a l l t o have s p e c i a l i z e d l i c e n s e s . new t e a c h e r s I n d i a n a o f f e r s an e a r l y c h i l d h o o d l i c e n s e which a l l o w s t h e h o l d e r t o t e a c h a l l s u b j e c t s in 66 pre-kindergarten classes. The a d d i t i o n o f a k i n d e r g a r t e n e n d o rs e m e n t to th e l ic e n s e in e a r l y childhood e d u c a tio n q u a l i f i e s th e h o ld e r to t e a c h k i n d e r g a r t e n as w e l l as p r e - k i n d e r g a r t e n c l a s s e s . The k i n d e r g a r t e n - p r i m a r y e d u c a t i o n l i c e n s e h o l d e r i s e l i g i b l e t o teach a ll s u b je c t s in k in d e r g a rte n through grade t h r e e . tary lic e n se holder is e l i g i b l e to teach a ll The e le m e n ­ s u b j e c t s in g r a d e s one t h r o u g h s i x and n o n - d e p a r t m e n t a l i z e d g r a d e s s e ve n and e i g h t . The a d d it io n of a k in d e r g a rte n endorsement to the l i c e n s e in elem entary education q u a li f ie s the holder to teach a l l s u b j e c t s in k in d e r g a rte n as w e l l as in g r a d e s one t h r o u g h s i x . The i m p o r t a n t d i f f e r e n c e s betw een t h e two s t a t e s c o n c e r n l i c e n s e s a v a i l a b l e and l i c e n s e s r e q u i r e d . CHAPTER I I I DESIGN OF THE STUDY Introduction The d e s i g n o f t h e s t u d y i s t h e f o c u s o f C h a p t e r I I I . The p u r p o s e s o f t h e s t u d y a r e r e s t a t e d t o show t h e a p p r o p r i a t e n e s s o f t h e meth od ol og y u s e d . The p o p u l a t i o n and samp le a r e d e s c r i b e d . d e v e lo p m e n t and f i e l d The t e s t i n g of the survey instrum ent are d isc u sse d . Data c o l l e c t i o n p r o c e d u r e s a r e a l s o o u t l i n e d . F in a lly , the process­ ing and t r e a t m e n t o f t h e d a t a a r e e x p l a i n e d . Restatem ent of Purposes o f t h e St u d y The p u r p o s e o f t h i s s t u d y was t o i n v e s t i g a t e t r e n d s in k i n d e r ­ g a r t e n / e a r l y c h i l d h o o d t e a c h e r c e r t i f i c a t i o n and a t t i t u d e s r e l a t i v e t o t h e need f o r s p e c i a l i z e d t r a i n i n g and c e r t i f i c a t i o n o f k i n d e r g a r ­ t e n / e a r l y childhood t e a c h e r s . The d a t a c o n c e r n i n g t r e n d s i n k i n d e r ­ g a r t e n / e a r l y c h i l d h o o d t e a c h e r c e r t i f i c a t i o n were o b t a i n e d t h r o u g h a s a m p l in g o f k i n d e r g a r t e n / e a r l y c h i l d h o o d t e a c h e r s . A ttitudes re la tiv e t o t h e p e r c e i v e d need f o r s p e c i a l i z e d t r a i n i n g and c e r t i f i c a t i o n o f k i n d e r g a r t e n / e a r l y c h i l d h o o d t e a c h e r s wer e a l s o o b t a i n e d by s u r v e y i n g a random s a m p l in g o f n o n - s p e c i a l l y c e r t i f i e d t h e s t a t e o f M ich ig a n and a l l k i n d e r g a r t e n t e a c h e r s in k i n d e r g a r t e n /e a r l y childhood te a c h e rs with k in d erg a rte n lic e n se/e n d o rse m e n ts in the s t a t e of In d ian a. 67 68 The f o l l o w i n g d i s c u s s i o n o f t h e methods and p r o c e d u r e s u t i l i z e d in t h e c o l l e c t i o n and t r e a t m e n t o f d a t a i n c l u d e s i n f o r m a t i o n on t h e f o l l o w i n g components o f t h e s t u d y : (a) s e l e c t i o n of the p o p u la tio n , (b) r e s o u r c e s f o r t h e d e v e l o p m e n t o f t h e i n s t r u m e n t , ( c) c o n s t r u c t i o n of the instrum ent, (d ) a d m i n i s t r a t i o n o f t h e i n s t r u m e n t , ( e ) c o l l e c ­ t i o n o f d a t a , and ( f ) an a n a l y s i s o f t h e d a t a . S e le c tio n of the Population S t a t e D e p a r tm e n t s o f E d u c a t i o n I n f o r m a t i o n as t o a p p r o p r i a t e s u b j e c t s f o r t h e p r e s e n t s t u d y was p r o v i d e d by r e p r e s e n t a t i v e s o f t h e Michigan S t a t e D ep ar tm ent o f Educa­ t i o n and t h e I n d i a n a S t a t e D e p a r t m e n t . Personnel in both d e p a r t m e n t s seemed e a g e r t o p r o v i d e a s s i s t a n c e b e c a u s e o f e x p r e s s e d i n t e r e s t in the study. N o n - S p e c ia l l. y C e r t i f i e d P r a c t i c i n g K indergarten Teachers The r e s e a r c h e r s e l e c t e d n o n - s p e c i a l l y c e r t i f i e d k i n d e r g a r t e n t e a c h e r s ran dom ly from s c h o o l s i n t h e s t a t e o f Michigan as s u b j e c t s f o r t h e p r e s e n t s t u d y by u s i n g a t a b l e o f random numbers. All e l e m e n t a r y s c h o o l s w i t h a k i n d e r g a r t e n were a s s i g n e d a number and 241 k i n d e r g a r t e n t e a c h e r s were random ly s e l e c t e d . Specially C ertified Practicing K indergarten Teachers All t h e p r a c t i c i n g I n d i a n a k i n d e r g a r t e n t e a c h e r s w i t h k i n d e r ­ g a r t e n / e a r l y childhood l ic e n s e /e n d o rs e m e n t in the s t a t e of Indiana were s u r v e y e d . F i f t y - o n e t e a c h e r s were i d e n t i f i e d by t h e I n d i a n a S t a t e D e p a r tm e n t . 69 Development o f Sur ve y I n s t r u m e n t As no i n s t r u m e n t was a v a i l a b l e which would answe r t h e q u e s t i o n s posed by t h e s t u d y , i t was n e c e s s a r y t o d e v e l o p such an i n s t r u m e n t (see Appendix). The r e s e a r c h i n s t r u m e n t was c o n s t r u c t e d w i t h s e v e r a l c o n s i d e r a t i o n s i n mind. F i r s t , a p e n c i l and p a p e r i n s t r u m e n t seemed t o be t h e m o st p r a c t i c a l method f o r q u e s t i o n i n g t e a c h e r s from t h e random s a m p l in g i n Michi gan and I n d i a n a r e g a r d i n g t h e l i c e n s i n g and c e r t i f i c a t i o n issue. S ec ond , i t was f e l t t h a t t e a c h e r s would f e e l l e s s i n h i b i t e d r e s p o n d i n g t o q u e s t i o n s on l i c e n s i n g and c e r t i f i c a t i o n on p a p e r t h a n t h e y would i n some s o r t o f an i n t e r v i e w . A p e n c i l and p a p e r s u r v e y was d e s i g n e d and deemed an a p p r o p r i a t e i n s t r u m e n t t o obtain the d esired inform ation. The r e p o r t s o f t h e two Michi gan t a s k f o r c e s c o n c e r n e d w i t h m id d l e sch ool e d u c a t i o n p r o v i d e d a l i s t o f c o m p e t e n c i e s c o n s i d e r e d d e s i r a b l e f o r m id d l e s c h o o l t e a c h e r s i n M ic h i g a n . The r e s e a r c h e r used t h e l i s t to d isc u s s t h e i r a p p ro p r ia te n e s s f o r k in d erg a rte n educatio n with the e x p e rts e a r l i e r d e s c r i b e d in th e stu d y . T h i s gro up c o n s i s t e d o f p r o f e s s o r s from u n i v e r s i t i e s and members o f t h e s t a t e d e p a r t m e n t s of education. The c o m p e t e n c i e s were such t h a t t h e y n o t o n l y were a p p l i ­ c a b le to middle school t e a c h e r s , b u t many were deemed t o be a p p r o ­ p r i a t e f o r k i n d e r g a r t e n / e a r l y c h i l d h o o d t e a c h e r s as w e l l . S e v e r a l q u e s t i o n s were w r i t t e n which were d e s i g n e d t o a s s e s s t h e d e g r e e t o which t e a c h e r s s u p p o r t e d , i m p l e m e n te d , and were academ­ ic a l l y prepared to deal with the competencies. The l i s t o f 43 q u e s ­ t i o n s were t h e n g r o u p e d i n t o s i x c a t e g o r i e s r e p r e s e n t i n g t h e s i x competency a r e a s . 70 The i n s t r u m e n t was p r e s e n t e d t o t h e panel o f u n i v e r s i t y e x p e r t s for examination. No s i g n i f i c a n t ch anges were recommended. The k i n d e r g a r t e n s u r v e y was p i l o t t e s t e d u s i n g s e v e r a l s p e c i a l l y c e r t i ­ f i e d p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s and n o n - s p e c i a l l y c e r t i f i e d kindergarten teach ers. During t h e l a t t e r p a r t o f F e b r u a r y , 1985, 15 t e a c h e r s were random ly s e l e c t e d t o p a r t i c i p a t e of a tea c h e rs' attitudinal s u r v e y on s p e c i a l i z e d childhood te a c h e r c e r t i f i c a t i o n . t h r o u g h sc h o o l m a i l , Indiana sch o o ls. in t h e p i l o t t e s t i n g kindergarten/early The s u r v e y s were d i s t r i b u t e d in p e r s o n , and by an a s s i s t a n t p r o f e s s o r in t h e T e a c h e r s were a s k ed t o r e s p o n d t o t h e s u r v e y and r e t u r n i t w i t h i n a week. A f te r February 21, fo llo w -u p te le p h o n e c a l l s were made by t h e r e s e a r c h e r in an a t t e m p t t o o b t a i n a d d i t i o n a l veys. In t o t a l , a l l 15 were r e t u r n e d . sur­ The t e a c h e r s were a s k ed t o e v a l u a t e t h e i n s t r u m e n t in t erm s o f c l a r i t y o f d i r e c t i o n s , amount o f tim e r e q u i r e d t o c o m p l e t e t h e t a s k , u n d e r s t a n d - a b i l i t y o f t h e q u e s ­ t i o n s , and g e n e r a l e f f e c t . A common c r i t i c i s m o f t h e i n s t r u m e n t d e a l t w i t h t h e f a c t t h a t some q u e s t i o n s were s e e n as r e a l l y r e q u i r i n g more t h a n one a n s w e r , n o t j u s t t h e one answer r e q u e s t e d . Based on t h e r ec om me nd ati on s o f t h e s e t e a c h e r s , r e v i s i o n s were made i n t h e i n s t r u m e n t . S p e c i f i c term s were c l a r i f i e d , and t h e r e v i s e d i n s t r u m e n t was s u b m i t t e d t o a pan el o f u n i v e r s i t y e x p e r t s f o r examination. No s i g n i f i c a n t c ha ng es were recommended. T a b l e 3.1 shows t h e c o m p e t e n c i e s and t h e s u r v e y q u e s t i o n s r e l a t i v e t o t h e l i c e n s i n g o f k i n d e r g a r t e n t e a c h e r s and s p e c i a l i z e d k i n d e r g a r t e n certificates. 71 T a b l e 3.1 K i n d e r g a r t e n T e a c h e r C om pe ten cie s and R e l a t e d Surv ey Q u e s t i o n Numbers General K in d erg arten Teacher Competency R e l a t e d t o : Survey Q u e s t i o n Numbers Working w i t h p a r e n t s 12, 13, 14, 15, 21 I n t e l l e c t u a l growth o f t h e c h i l d 1, 2 , 3 , 4 , S o c i a l gro wth o f t h e c h i l d 16, 36 Em oti on al gro wth o f t h e c h i l d 9, 17, 18, 28 , 2 9 , 32 P h y s i c a l gro wth o f t h e c h i l d 25, 26 , 27, 3 0 , 29 G e n e r al t e a c h e r s k i l l s 5, 20, 33 , 41, and a t t i t u d e s n, 38 6 , 7 , 8 , 10, 19, 22 , 23 , 24, 31, 34 , 3 5 , 37 , 4 0 , 42 , 43 The Surv ey I n s t r u m e n t The s u r v e y i n s t r u m e n t was d i v i d e d i n t o f o u r p a r t s . Parts I , II, and I I I were d e s i g n e d t o e l i c i t d a t a n e c e s s a r y f o r a n s w e r i n g t h e q u e s ­ t i o n s posed by t h i s s t u d y . In P a r t I , f o r each q u e s t i o n as k ed t h e r e s p o n d e n t was a s k ed t o make t h r e e r e s p o n s e s d e a l i n g w i t h ( a) t h e i m p o r t a n c e o f a c o m p e t e n c y , (b) t h e e x t e n t t o which s / h e implemented t h e c o m p e t e n c y , and ( c ) t h e e x t e n t t o which s / h e was p r e p a r e d by a c o l l e g e o r u n i v e r s i t y t o implement t h e co mpetency. P a r t I I was d e s i g n e d w i t h r e f e r e n c e t o e i g h t s t a t e m e n t s t h a t ask ed f o r o p i n i o n s . Agreeme nt o r d i s a g r e e m e n t would be d e t e r m i n e d on the b a s is of on e's p a r t i c u l a r c o n v ic tio n s. P a r t i c i p a n t s were as ked t o i n d i c a t e what t h e y b e l i e v e d , r a t h e r t h a n what t h e y t h o u g h t t h e y should b e lie v e . 72 Part III c o n s i s t e d o f se ve n op e n -e n d e d q u e s t i o n s a s k i n g f o r i n f o r m a t i o n and o p i n i o n s r e l a t i v e t o k i n d e r g a r t e n l i c e n s e / e n d o r s e m e n t , essential c o u rse work, u n d e rg ra d u a te c o u rse work, g rad u a te c o u rse w or k, n e c e s s a r y c o m p e t e n c i e s , o n e ' s p e r s o n a l c o m p e t e n c i e s , and how one c o u l d be b e t t e r p r e p a r e d t o t e a c h k i n d e r g a r t e n . P a r t IV was d e s i g n e d t o g a t h e r d e m o g r a p h ic d a t a d e s c r i p t i v e o f t h e s u r v e y r e s p o n ­ dents . P a r t I of the Q uestionnaire P a r t I of the k i n d e r g a r t e n / e a r l y childhood survey c o n s is te d of t h r e e b a s i c q u e s t i o n s r e g a r d i n g 43 i t e m s . The f o r m a t r e q u i r e d t h e r e s p o n d e n t t o make 129 r e s p o n s e s t o c o m p l e t e t h i s p o r t i o n o f t h e survey. The t h r e e b a s i c q u e s t i o n s were t h e f o l l o w i n g . To what e x t e n t i s i t i m p o r t a n t f o r k i n d e r g a r t e n teach ers to: To what e x t e n t do you c u r r e n t l y : To what e x t e n t d i d y o u r c o l l e g e / u n i v e r s i t y c o u r s e s p r e p a r e you t o : Thes e were o r g a n i z e d i n t o t h r e e columns a t t h e r i g h t o f each s u r v e y p a ge . The 43 i t e m s n e c e s s a r y t o c o m p l e t e each q u e s t i o n were l i s t e d a t t h e l e f t o f e a ch s u r v e y p a ge . R e s po nd e nt s were d i r e c t e d t o do t h e follow ing. For e ach q u e s t i o n in t h i s s e c t i o n , you a r e r e q u e s t e d t o make t h r e e r e s p o n s e s . The f i r s t column a s k s f o r y o u r o p i n i o n as t o t h e i m p o r t a n c e o f e ach it e m f o r k i n d e r g a r t e n t e a c h e r s . The se c o n d column a s k s t h e e x t e n t t o which you p e rf o r m e a ch i t e m . The t h i r d column a s k s how w e l l y o u r c o l l e g e o r u n i v e r s i t y e d u c a t i o n p r e p a r e d you t o do ea ch i t e m . C i r c l e t h e number i n e ach o f t h e t h r e e columns which most a c c u r a t e l y r e p r e s e n t s y o u r s i t u a t i o n and opinions. 73 For each q u e s t i o n , f o u r c h o i c e s were g i v e n f o r a r e s p o n s e . When a s k e d , "To what e x t e n t i s i t i m p o r t a n t f o r k i n d e r g a r t e n t e a c h e r s t o : " t h e p o s s i b l e r e s p o n s e s wer e: 1. Not i m p o r t a n t 2. Of l i t t l e 3. Somewhat i m p o r t a n t 4. E x t re m e l y i m p o r t a n t importance When "To what e x t e n t do you c u r r e n t l y : " was a s s e s s e d , p o s s i b l e responses included: 1. Never 2. Rarely 3. Sometimes 4. Most o f t h e time Cho ic es f o r "To what e x t e n t d i d y o u r c o l l e g e / u n i v e r s i t y c o u r s e s p r e ­ p a r e you t o : " wer e: 1. No p r e p a r a t i o n 2. L i t t l e preparation 3. Some p r e p a r a t i o n 4. Excellent preparation A p a r t i c i p a n t i n t h e s u r v e y would have r e a d e ach o f t h e 43 ite ms and r es p o n d e d i n t h e f o l l o w i n g manner. To what e x t e n t i s i t i m p o r t a n t f o r k i n d e r g a r t e n t e a c h e r s t o ( a) have a l e a r n i n g c e n t e r t o u s e ? 1. 2. 3. (4) Not i m p o r t a n t Of l i t t l e i m p o r t a n c e Somewhat i m p o r t a n t E x t re m e l y i m p o r t a n t 74 To what e x t e n t do you c u r r e n t l y ( a) have a l e a r n i n g c e n t e r t o use? 1. 2. (Tjs 4. Never Rarely Sometimes Most o f t h e tim e To what e x t e n t d i d y o u r c o l l e g e / u n i v e r s i t y c o u r s e s p r e ­ p a r e you t o ( a ) have a l e a r n i n g c e n t e r t o use? 1. (2y) 3. 4. No p r e p a r a t i o n L i t t l e preparation Some p r e p a r a t i o n E xcellent preparation P a rt II of the Q uestionnaire P a r t I I o f t h e k i n d e r g a r t e n s u r v e y was d e v e l o p e d u s i n g a L i k e r t s c a l e w i t h e i g h t it e m s and f i v e p o s s i b l e r e s p o n s e s . T h i s was done t o make q u e s t i o n s e a s y t o r e a d and r e s p o n d t o and in o r d e r t h a t r e s u l t s c o u ld be e a s i l y t a b u l a t e d . Remmers, Gage, and Rummel (1960) d e s c r i b e d t h e a d v a n t a g e s in r e s e a r c h u t i l i z i n g a L i k e r t s c a l e . s c a le s are f a i r l y easy to c o n s tr u c t. L ikert-type F irs t are l is t e d statem ents t h a t r e f l e c t f a v o r a b l e and u n f a v o r a b l e a t t i t u d e s a b o u t an a t t i t u d e object. Then s u b j e c t s a r e a sk ed t o r e s p o n d t o t h e s e i t e m s on a f i v e point scale: disagree. s t r o n g l y a g r e e , a g r e e , u n d e c i d e d , d i s a g r e e , and s t r o n g l y The s c a l e s a r e u s u a l l y s c o r e d by a s s i g n i n g v a l u e s from one t o f i v e t o t h e s e a l t e r n a t i v e s , f i v e b e in g a t t h e f a v o r a b l e end o f t h e r e s p o n s e con tin u u m. indicated. A s u b j e c t 's score is the t o ta l of the values L i k e r t - t y p e s c a l e s can be c o n s t r u c t e d i n a r e l a t i v e l y s h o r t t i m e , r e q u i r e no j u d g e s , and can be s c o r e d r a p i d l y . E i g h t s t a t e m e n t s were s e l e c t e d in P a r t I I o f t h e s u r v e y c o v e r i n g t h e need o r v a l u e o f a s p e c i f i e d l i c e n s i n g o r s p e c i a l i z e d k i n d e r g a r ­ t e n / e a r l y childhood c e r t i f i c a t i o n . Q u e s t i o n n a i r e it e m s were s t a t e d 75 in b o t h p o s i t i v e and n e g a t i v e t er m s t o c o n t r o l f o r r e s p o n s e s on t h e p a rt of the su b jects. Part III of the Questionnaire P a r t I I I c o n s i s t e d o f s e ve n o p e n -e n d e d q u e s t i o n s r e g a r d i n g c e r t i ­ fic a tio n preference, teachers' p r e p a r a t i o n , and c o m p e t e n c i e s . An a d d i t i o n a l q u e s t i o n r e f e r r e d t o c r e d i t s e a r n e d and when. P a r t IV o f t h e Q u e s t i o n n a i r e P a r t IV o f t h e k i n d e r g a r t e n s u r v e y was d e s i g n e d t o e l i c i t d a t a about the resp o n d e n ts, a l l o f whom were i d e n t i f i e d as h a v in g Michigan c e r t i f i c a t i o n , ZA e n d o r s e m e n t s , o r I n d i a n a k i n d e r g a r t e n / e a r l y c h i l d ­ hood l i c e n s e s or e n d o r s e m e n t s . r e g a r d i n g ( a) s e x ; group; (b ) p r e s e n t j o b ; (e) level of e d u c a tio n ; in e d u c a t i o n ; F o u r t e e n it e m s s o u g h t i n f o r m a t i o n ( c ) c u r r e n t work s e t t i n g ; (f) c e r tif ic a tio n ; (h) y e a r s o f t e a c h i n g k i n d e r g a r t e n ; t e a c h i n g was done i n ; taught l a s t y ear; (d) age (g) y e a r s o f work (i) grade stu d e n t ( j ) g r a d e o r i g i n a l l y wanted t o t e a c h ; (k) g r a d e (1 ) i f g i v e n a c h o i c e , what g r a d e one p r e f e r r e d t o t e a c h now; (m) p r o f e s s i o n a l o r g a n i z a t i o n s t o which r e s p o n d e n t b e l o n g s ; and (n) j o u r n a l s r e l a t e d t o e a r l y c h i l d h o o d r e g u l a r l y r e a d . Each i te m was p r e s e n t e d as an u n f i n i s h e d s t a t e m e n t w i t h a t l e a s t two p o s s i b l e c o n c l u s i o n s f o r m o st . R e s p o n d e n ts were d i r e c t e d t o ch eck t h e a p p r o p r i a t e r e s p o n s e f o r it e m s 1 t h r o u g h 12 and t o expand on i t e m s 13 and 14. A r e s p o n d e n t t o t h e k i n d e r g a r t e n s u r v e y m ig h t have c o m p l e te d an it e m i n t h i s manner: 76 2. My p r e s e n t a s s i g n m e n t i s : i / teacher adm inistrator te a c h e r's aide o t h e r ( s p e c i f y ) _____________________________________________ Data C o l l e c t i o n P r o c e d u r e s An i n t r o d u c t o r y l e t t e r was m a i l e d a l o n g w i t h t h e k i n d e r g a r t e n s u r v e y ( s e e A pp e nd ix ). I t was m a i l e d t o 241 i n d i v i d u a l s i d e n t i f i e d by t h e random s a m p l i n g a s b e i n g k i n d e r g a r t e n t e a c h e r s in t h e s t a t e o f Michigan and t o 51 t e a c h e r s i d e n t i f i e d by t h e I n d i a n a S t a t e D e p a r t ­ ment as h a v in g k i n d e r g a r t e n l i c e n s e s / e n d o r s e m e n t s and t e a c h i n g k i n d e r g a r t e n in I n d i a n a . A cover l e t t e r , t h e s u r v e y , and a stamped p r e - a d d r e s s e d e n v e l o p e were s e n t t o i n d i v i d u a l s p i c k e d f o r t h e s t u d y . The r e t u r n e n v e l o p e s from M ich ig an t e a c h e r s were c a n a r y y e l l o w , and t h e r e t u r n e n v e l o p e s from I n d i a n a t e a c h e r s were sky b l u e t o a l l o w f o r e a s y s o r t i n g upon t h e i r r e t u r n t o t h e r e s e a r c h e r . Each e n v e l o p e was coded w i t h a number which was matched w i t h a numbered l i s t c o n ­ t a i n i n g t h e names o f e ach p e r s o n t o whom a s u r v e y was m a i l e d . When a s u r v e y was c o m pl e te d and r e t u r n e d , t h e number on t h e l i s t c o r r e s p o n d ­ i ng t o t h a t on t h e e n v e l o p e was che cke d b e f o r e t h e s u r v e y was removed from t h e e n v e l o p e . The coded e n v e l o p e was t h e n d e s t r o y e d , and t h e e n c l o s e d s u r v e y was a s s i g n e d a number ba sed on t h e o r d e r o f r e t u r n . Thr ee weeks a f t e r t h e s u r v e y was m a i l e d , a f o l l o w - u p l e t t e r was sen t to a ll I n d i a n a t e a c h e r s who had n o t r e s p o n d e d , u r g i n g t h e i r p a r ­ t i c i p a t i o n in t h e s t u d y ( s e e A p p e n d i x ). Te l ep h o n e c a l l s were made t o 87 s c h o o l s t o M ic h ig a n t e a c h e r s who had n o t r e s p o n d e d . All 77 i n d i v i d u a l s were e n c o u r a g e d t o c a l l f o r new q u e s t i o n n a i r e s were u n a b l e t o l o c a t e t h e o r i g i n a l d o c u m e n t s . i f they Four c a l l s were r e c e i v e d , and f o u r d u p l i c a t e m a i l i n g s were made i n r e s p o n s e t o t h e s e calls. The r e s e a r c h e r d e t e r m i n e d t h a t a f o u r - w e e k p e r i o d would be a l l o t t e d f o r t h e r e t u r n o f t h e s u r v e y s a f t e r which r e s p o n s e s would n o t be a c c e p t e d f o r c o n s i d e r a t i o n i n t h e s t u d y . Data P r o c e s s i n g and T r e a t m e n t The d a t a from e ach r e t u r n e d s u r v e y i n s t r u m e n t were r e c o r d e d on computer d a t a c a r d s . Th re e c a r d s were u s e d f o r e ach q u e s t i o n n a i r e . The f i r s t c o n t a i n e d r e s p o n s e s f o r 75 s u r v e y i t e m s . The s eco nd c a r d c o n t a i n e d r e s p o n s e s f o r 80 s u r v e y i t e m s , and t h e t h i r d c o n t a i n e d r e s p o n s e s f o r 65 s u r v e y i t e m s . For s e v e r a l q u e s t i o n s in P a r t s I I I and IV o f t h e s u r v e y , " o t h e r ( s p e c i f y ) " was a p o s s i b l e r e s p o n s e . Whenever t h i s was r e c o r d e d on t h e comp ute r c a r d , t h e s p e c i f i c i n f o r m a t i o n w r i t t e n t h e r e was r e c o r d e d on a s e p a r a t e l i s t . The c om put er f a c i l i t i e s to process the d a t a . a t M ic h ig a n S t a t e U n i v e r s i t y were used The S t a t i s t i c a l (SPSS) was used f o r d a t a a n a l y s i s . w e ll as t h e b a s i c s t a t i s t i c a l Package f o r t h e S o c i a l S t u d i e s F r e q u e n c i e s were g e n e r a t e d as i n f o r m a t i o n (mean, m e d i a n , mode, s t a n ­ dard e r r o r , s ta n d a rd d e v i a t i o n , v a r i a n c e ) . A m u ltiv a ria te analysis o f v a r i a n c e was done t o d e t e r m i n e i f t h e r e were s t a t i s t i c a l differ­ e n c e s between t h e r e s p o n s e s o f t h e M ich ig an and I n d i a n a k i n d e r g a r t e n teachers. U n i v a r i a t e F t e s t s were a l s o c o n d u c t e d . 78 I t was n e c e s s a r y t o code and t a b u l a t e r e s p o n s e s t o o p e n - e n d e d q u e s t i o n s by ha n d . read. All r e s p o n s e s t o a s i n g l e item in P a r t I I I were All p o s s i b l e r e s p o n s e s were t h e n l i s t e d . l i s t was a s s i g n e d a number. Each i t e m on t h e The s u r v e y r e s p o n s e s were t h e n r e r e a d , and t h e numbers from t h e l i s t were a s s i g n e d t o c o r r e s p o n d i n g r e s p o n s e s as t h e y a p p e a r e d . F i n a l l y , t h e coded s u r v e y s were a g a i n r e r e a d , and f r e q u e n c i e s were t a b u l a t e d . Summary The p u r p o s e o f t h i s s t u d y was t o a s s e s s t h e d e g r e e t o which k i n d e r g a r t e n / e a r l y c h i l d h o o d t e a c h e r s i n t h e s t a t e s o f M ic hi ga n and I n d i a n a f e l t t h a t t e a c h e r c o m p e t e n c i e s , p r o f e s s i o n a l p r e p a r a t i o n , and c e r t i f i c a t i o n were o f i m p o r t a n c e and t h e i r o p i n i o n s and p e r c e p t i o n s o f them. The s t u d y a t t e m p t e d t o d e t e r m i n e t h e t r e n d s i n k i n d e r g a r t e n / e a r l y c h i l d h o o d t e a c h e r c e r t i f i c a t i o n by s u r v e y i n g p r a c t i c i n g t e a c h e r s i n t h e s e two s t a t e s . All k i n d e r g a r t e n / e a r l y c h i l d h o o d t e a c h e r s and h o l d e r s o f M ic hi ga n c e r t i f i c a t i o n s o r ZA e n d o r s e m e n t s were s u r v e y e d t o d e t e r m i n e t h e e x t e n t t o which t h e y s u p p o r t e d t h e l i c e n s e or e n d o r s e m e n t c o n c e p t which i s mandated in t h e s t a t e o f I n d i a n a in o r d e r to teach k i n d e r g a r t e n /e a r l y childhood. I t was n e c e s s a r y t o d e s i g n an i n s t r u m e n t t o c o l l e c t d a t a . A s u r v e y was d e v e l o p e d b a s ed on 43 c o m p e t e n c i e s c o n s i d e r e d d e s i r a b l e and a p p r o p r i a t e f o r k i n d e r g a r t e n e d u c a t i o n . S e v e r a l q u e s t i o n s were w r i t t e n which wer e d e s i g n e d t o a s s e s s t h e d e g r e e t o which t e a c h e r s s u p p o r t e d , i m p l e m e n t e d , and wer e a c a d e m i c a l l y p r e p a r e d t o d e a l w i t h the competencies. 79 Each o f t h e 43 it e m s was a s s i g n e d t o one o f t h e s i x competency areas. F i e l d t e s t i n g and i n p u t from e d u c a t i o n a l exp erts helped to p r o d u c e t h e f i n a l document. The k i n d e r g a r t e n s u r v e y c o n s i s t e d o f f o u r p a r t s . Parts I , II, and I I I wer e d e s i g n e d t o e l i c i t d a t a n e c e s s a r y f o r a n s w e r i n g t h e q u e s t i o n s posed by t h e s t u d y c o n c e r n i n g i m p o r t a n c e , i m p l e m e n t a t i o n , and t e a c h e r p r e p a r a t i o n . P a r t I I o f t h e s u r v e y was d e v e l o p e d u s i n g a L i k e r t s c a l e w i t h e i g h t i te m s and f i v e p o s s i b l e r e s p o n s e s . Part III c o n s i s t e d o f se ve n o p e n- e nd e d q u e s t i o n s r e g a r d i n g c e r t i f i c a t i o n , p r e p a r a t i o n , and c o m p e t e n c i e s . c r e d i ts earned. An a d d i t i o n a l i te m r e f e r r e d t o P a r t IV s o u g h t s p e c i f i c d a t a a b o u t r e s p o n d e n t s . A l e t t e r o f e x p l a n a t i o n and t h e s u r v e y were m a i l e d t o each p a r t i ­ cipant. A f t e r t h r e e wee ks ' was made t o each teacher t i m e , a f o l l o w - u p l e t t e r and phone c a l l who had n o t r es p o n d e d t o t h e s u r v e y . All t h e d a t a g a t h e r e d were p r o c e s s e d t o d e t e r m i n e b a s i c s t a t i s ­ t i c s and f r e q u e n c i e s . Data were a l s o a n a l y z e d t o d e t e r m i n e s t a t i s t i ­ c a l d i f f e r e n c e s between I n d i a n a and Michigan r e s p o n d e n t s . C h a p t e r IV p r e s e n t s t h e d a t a o b t a i n e d from t h e s u r v e y . of the a n a ly s is are the g e n e ra lly c e r t i f i e d The f o c i kindergarten/early c h ild ­ hood t e a c h e r s o f t h e s t a t e o f Michigan and I n d i a n a k i n d e r g a r t e n / e a r l y childhood te a c h e rs with Indiana k in d erg a rte n lic e n s e s or endorsements. CHAPTER IV ANALYSIS OF THE DATA I n t r o d u c t i on T h i s c h a p t e r f o c u s e s on an a n a l y s i s o f t h e d a t a c o l l e c t e d from k i n d e r g a r t e n / e a r l y c h i l d h o o d t e a c h e r s in t h e s t a t e s o f Michigan and I n d i a n a who c o m p le te d t h e s u r v e y s e n t t o them f o r t h i s s t u d y . I n c l u d e d a r e a d e s c r i p t i o n o f t h e d a t a c o l l e c t i o n p r o c e s s and t h e r e s u l ts of th is procedure. of the respondents. Also i n c l u d e d i s a d e t a i l e d d e s c r i p t i o n The d a t a a r e p r e s e n t e d and d i s c u s s e d from two p e r s p e c t i v e s ( M ic hi ga n and I n d i a n a ) . They a r e f i r s t shown as t h e y r e l a t e t o t h e 43 k i n d e r g a r t e n t e a c h e r c o m p e t e n c i e s . Data a r e t h e n d e scrib ed r e l a t i v e to a t t i t u d e s about c e r t i f i c a t i o n . Percentages are r e l a t i v e fre q u e n c ie s. eq ua l The t o t a l does n o t always 100% b e c a u s e some i n d i v i d u a l s d i d n o t r e s p o n d t o a l l i t e m s or m u l t i p l e r e s p o n s e s wer e g i v e n . Data C o l l e c t i o n The p o p u l a t i o n o f t h e s u r v e y was a l l n o n - s p e c i a l i z e d k i n d e r g a r ­ ten tea c h e rs in t h e s t a t e o f Michigan and a l l s p e c i a l i z e d k i n d e r g a r ­ ten tea c h e rs in th e s t a t e o f Indiana w ithk in d e r g a rte n l i c e n s e s / endorsements. From t h i s p o p u l a t i o n , c u r r e n t k i n d e r g a r t e n t e a c h e r s were i d e n t i f i e d t o p r o v i d e t h e d a t a n e c e s s a r y t o answer t h e q u e s t i o n s of the study. T a b l e 4.1 d e s c r i b e s t h e p o p u l a t i o n and s t e p s t a k e n t o obtain the necessary inform ation. 80 81 T a b l e 4.1 D e s c r i p t i o n o f M ail ed Su rv ey Data C o l l e c t i o n I n tr o d u c to r y l e t t e r s mailed Introductory l e t t e r s 292 returned 1 K indergarten surveys mailed 292 Double m a i l i n g o f s u r v e y s r e t u r n e d 4 Number o f f o l l o w - u p l e t t e r s m a i l e d 31 Te l ep h o n e f o l l o w - u p c a l l s 87 2 Su rv e y s m a i l e d upon r e q u e s t T o t a l s u r v e y s c o m p l e te d and r e t u r n e d 134 8 Su rv ey s r e t u r n e d t o o l a t e t o i n c l u d e in d a t a a n a l y s i s The t o t a l number o f s u r v e y s m a i l e d was 292. t o u r s u r v e y s were r e t u r n e d by r e s p o n d e n t s who i n d i c a t e d t h e y r e c e i v e d d u p l i c a t e s . . total The r e t u r n , b as ed on t h e o r i g i n a l m a i l i n g (292) and co mp le te d s u r v e y s (134) was 45.90%. R e sp ons es o f Michigan k i n d e r g a r t e n t e a c h e r s (87) used as t h e f o c i o f t h i s s t u d y was 36.10%. Indiana k in d erg a rte n te a c h e rs Respons es o f t h e (47) us ed as t h e f o c i o f t h i s s t u d y was 92.16%. D e s c r i p t i o n o f Re s po nd e nt s The i n d i v i d u a l s upon whose r e s p o n s e s t h e s t u d y f o c u s e d were a l l i d e n t i f i e d as t e a c h e r s c u r r e n t l y t e a c h i n g k i n d e r g a r t e n i n t h e s t a t e o f Michi gan o r in t h e s t a t e o f I n d i a n a . gender of the respondents. Table 4.2 i n d ic a te s the 82 Table 4.2 Gender o f K i n d e r g a r t e n T e a c h e r s C e r t i f i e d o r w i t h L i c e n s e Endor seme nt (N = 134)___________________________________________ Sex Percentage Female 100% Male 0% T a b l e 4 . 3 shows t h e a p p r o x i m a t e a ge s o f t h e Michigan c e r t i f i e d k i n d e r g a r t e n t e a c h e r s and I n d i a n a t e a c h e r s w i t h 1i c e n s e s / e n d o r s e m e n t s . Over o n e - h a l f were i n t h e 21 - 4 0 age group ( 5 1 . 5 % ) , and 45.5% were in t h e 41- 60 age gr o u p . T h r e e t e a c h e r s were 61 y e a r s o r o l d e r ( 2 .2 % ) . Table 4.3 Age o f K i n d e r g a r t e n T e a c h e r s (N = 134) Age ( i n Ye a rs) Percentage of E d u c a t o r s Responding 21 - 30 20.9 31 - 40 30.6 41 - 50 22.4 51 - 60 23.1 O l d e r t h a n 60 2.2 T a b l e 4 . 4 shows t h e l e v e l o f e d u c a t i o n c o m p l e te d by k i n d e r g a r t e n teachers: 44.0% had c o m p l e te d BA o r BS d e g r e e s , and 56.0% had com­ p l e t e d MA o r MS d e g r e e s . 83 Table 4 .4 H i g h e s t Degree Held by K i n d e r g a r t e n T e a c h e r s (N=134)_______ Level Completed Percentage BA - BS 44.0 MA - MS 56.0 T a b l e 4 . 5 shows a s i g n i f i c a n t number o f k i n d e r g a r t e n t e a c h e r s , 68.7%, have K-8 e l e m e n t a r y c e r t i f i c a t e s / l i c e n s e s . M ichigan, a l l In t h e s t a t e o f holders of t h is c e r t i f i c a t e are e l i g i b l e to teach a ll s u b j e c t s from k i n d e r g a r t e n t o g r a d e e i g h t . In I n d i a n a , t e a c h e r s who have e l e m e n t a r y c e r t i f i c a t e s / l i c e n s e s a r e e l i g i b l e t o t e a c h a l l jects sub­ i n g r a d e s one t h r o u g h s i x and in n o n - d e p a r t m e n t a l i z e d g r a d e s s e v en and e i g h t . The Michigan ZA e n d o r s e m e n t i s a v a i l a b l e upon com­ p l e t i o n o f 18 s e m e s t e r hour s a t t h e g r a d u a t e l e v e l . Only 5.2% c h o s e t h i s o p t i o n o f p u r s u i n g t h e ZA e n d o r s e m e n t . Table 4.5 C e r t i f i c a t i o n / L i c e n s e Held by K i n d e r g a r t e n T e a c h e r s (N = 134)________ Preschool C ertification Percentage license/endorsem ent 12 .6 K-8 e l e m e n t a r y c e r t i f i c a t e / 1 i c e n s e 1-6 e l e m e n t a r y l i c e n s e K-12 c e r t i f i c a t e / l i c e n s e 68.7 .7 4.5 In d ia n a k in d e r g a rte n endorsement 11 .9 Indiana k indergarten lic e n s e 29.6 M ich ig an ZA e n d o r s e m e n t 5.2 84 Althou gh a l l r e s p o n d e n t s were t e a c h i n g i n k i n d e r g a r t e n , 29.6% were t e a c h e r s w i t h I n d i a n a k i n d e r g a r t e n l i c e n s e s , 11.9% had I n d i a n a k i n d e r g a r t e n e n d o r s e m e n t s , and 12.6% had p r e s c h o o l Indiana. l i c e n s e s from T h e r e a r e d i f f e r e n c e s between t h e s e l i c e n s e s . lic e n s e d in preschool e d u c atio n is e l i g i b l e to teach a l l pre-kindergarten classes. A teacher s u b j e c t s in The s t a n d a r d l i c e n s e i n e a r l y c h i l d h o o d e d u c a t i o n may be p r o f e s s i o n a l i z e d when t h e h o l d e r has c o m pl e te d f i v e (5) y e a r s o f t e a c h i n g e x p e r i e n c e in a c c r e d i t e d s c h o o l s a t t h e l e v e l c o v e r e d by t h e l i c e n s e and s u b s e q u e n t t o t h e i s s u a n c e o f t h e s t a n d a r d license. They must have co mp le te d an a p p r o p r i a t e M a s t e r ' s d e g r e e and c o m p l e t i o n o f 15 s e m e s t e r ho u r s in e a r l y c h i l d h o o d e d u c a t i o n a t t h e g r a d u a t e l e v e l a t an i n s t i t u t i o n r e g i o n a l l y a c c r e d i t e d t o o f f e r g r a d u a t e programs The a d d i t i o n in e a r l y c h i l d h o o d e d u c a t i o n . o f a k i n d e r g a r t e n e n d o rs e m e n t t o a l i c e n s e i n e a r l y c h i l d h o o d e d u c a t i o n q u a l i f i e s t h e h o l d e r t o t e a c h k i n d e r g a r t e n as w e l l as p r e - k i n d e r g a r t e n c l a s s e s . A kindergarten-prim ary education l i c e n s e o r e n d o r s e m e n t may be added f o r a s t a n d a r d l i c e n s e when t h e c a n d i d a t e has r e c e i v e d a b a c c a l a u r e a t e d e g re e * c o m p l e t i n g an u n d e r ­ g r a d u a t e program c o n s i s t i n g o f a minimum o f 124 s t r u c t u r e d s e m e s t e r hours. A teacher e l i g i b l e to teach l ic e n s e d in k in d e r g a rte n -p r im a ry all education is s u b j e c t s in k i n d e r g a r t e n t h r o u g h g r a d e t h r e e . An e l e m e n t a r y e d u c a t i o n l i c e n s e w i l l be g i v e n t o a c a n d i d a t e who q u a l i f i e s by r e c e i v i n g a b a c c a l a u r e a t e d e g r e e , c o m p l e t i n g an u n d e r ­ g r a d u a t e program c o n s i s t i n g o f a minimum o f 124 s e m e s t e r h o u r s . A t e a c h e r l i c e n s e d in e l e m e n t a r y e d u c a t i o n i s e l i g i b l e t o t e a c h a l l subjects in g r a d e s one t h r o u g h s i x and in n o n - d e p a r t m e n t a l i z e d g r a d e s 85 se ve n and e i g h t . The a d d i t i o n o f a k i n d e r g a r t e n e n d o r s e m e n t t o t h e l i c e n s e in elem entary e d u c atio n q u a l i f i e s th e h o ld e r to teach a l l s u b j e c t s i n k i n d e r g a r t e n as w e l l as in g r a d e s one t h r o u g h s i x . 4 . 5 shows t h a t .7% h e l d t h i s license. The t o t a l Table p e rcen tag e o f Table 4 . 5 i s e q u a l t o more t h a n 100% b e c a u s e some r e s p o n d e n t s had m u l t i p l e licenses. Table 4.6 in d ic a te s the t o t a l in the e d u catio n p r o f e s s io n . number o f y e a r s t e a c h e r s had worked Sixty-tw o p e rc e n t of those responding had worked more t h a n 10 y e a r s , and 37.3% had worked f e w e r t h a n 10 years. A c lo s e r examination of the data rev ealed t h a t over tw o -th ird s o f t h e M ich ig an t e a c h e r s s u r v e y e d had more t h a n 10 y e a r s e x p e r i e n c e , and o v e r t w o - t h i r d s o f t h e I n d i a n a t e a c h e r s s u r v e y e d h a d f e w e r t h a n 10 years experience. Table 4.6 T o t a l Number o f Years o f T e a c h i n g E x p e r i e n c e (N = 134)__________________ Number o f Te a rs Percentage of E d u c a t o r s Responding 0 - 2 8.2 3 - 6 14 .2 7 - 10 14 .9 11 - 14 13.4 15 - 18 11 .9 19 - 22 1 3 .4 23 - 26 9.7 27 - 30 1 1 .2 Over 30 2.2 86 T a b l e 4 . 7 i n d i c a t e s t h e number o f y e a r s t e a c h e r s had t a u g h t a t the k in d erg a rte n le v e l: 52.3% had t a u g h t 10 y e a r s o r l e s s , and a p p r o x i m a t e l y 21.0% had t a u g h t k i n d e r g a r t e n 22 y e a r s o r l o n g e r . Table 4.7 T o t a l Number o f Ye a rs o f T e a c h i n g E x p e r i e n c e a t t h e K i n d e r g a r t e n Level Percentage of E d u c a t o r s Responding Number o f Years 0 - 2 18.7 3 - 6 20.9 7 - 10 12.7 11 - 14 10.4 15 - 18 13.4 19 - 22 11.2 23 - 26 6.0 27 - 30 2 .2 Over 30 1. 5 T a b l e 4 . 8 r e v e a l s t h a t 37.3% o f r e s p o n d e n t s d i d t h e i r s t u d e n t teaching a t various e a r l y elem entary s e t t i n g s . The p e r c e n t a g e who p r e s e n t l y t e a c h k i n d e r g a r t e n and who a l s o d i d t h e i r p r a c t i c e t e a c h i n g at th a t level i s 19.4%. The p e r c e n t a g e o f r e s p o n d e n t s who d i d s t u d e n t t e a c h i n g i n t h e s e c o n d o r t h i r d g r a d e s was 11.2%. wide r a n g e o f g r a d e s t h a t s t u d e n t s t a u g h t . Table 4 .8 l i s t s a All r e s p o n d e n t s c u r r e n t l y teach k i n d e r g a r t e n , b u t only o n e - f i f t h s tu d e n t ta u g h t a t t h a t l e v e l . 87 Table 4 .8 Grade a t Which S t u d e n t T e a c h i n g Was Completed Grade Level P r e s c h o o l , n u r s e r y sc h o o l Kindergarten F irst (N = 134) Percentage of E d u c a t o r s Responding 1.5 1 9 .4 9.7 S ec ond , t h i r d 11.2 Fourth, f i f t h 4.5 Co mbination o f p r e - , e a r l y elem entary, kindergarten 37.3 Middle sc ho ol 2.2 High sch ool 0.0 Other* 7.5 *The s t u d e n t t e a c h i n g e x p e r i e n c e s c o m pl e te d by i n d i v i d u a l s r e s p o n d i n g in t h e " o t h e r " c a t e g o r y i n c l u d e d s p e c i a l e d u c a t i o n , K-8 a r t , g r a d e s 1 - 4 , a l l g r a d e s , M e r r i 1 1 - P a l m e r I n s t i t u t e , 1-6 m u s i c , home economics i n m i d d l e and h i g h s c h o o l , and K-8 r u r a l s c h o o l . T a b l e 4 . 9 shows t h e m a j o r i t y (50.7%) o f t h e t e a c h e r s s u r v e y e d a r e p r e s e n t l y t e a c h i n g in k i n d e r g a r t e n which i s t h e g r a d e t h e y o r i g i n a l l y wanted t o t e a c h . 88 Table 4.9 Grade a t Which K i n d e r g a r t e n T e a c h e r Wanted t o Teach a t B e g i n n i n g o f T e a c h i n g C a r e e r (N = 134)__________________________________________________ Percentage of E d u c a t o r s Responding Grade Level P r e s c h o o l , n u r s e r y sc h o o l 2.2 K indergarten 50 .7 F irst 15.7 Se c on d, t h i r d 11 .2 F ourth, f i f t h 2.2 C o m bi na tio n o f p r e - , e a r l y elem entary, kindergarten 9.0 Middle sc ho ol 1.5 High s c h o o l 2.9 Other* 3.7 *The g r a d e s o r s u b j e c t s i n d i v i d u a l s r e s p o n d i n g " o t h e r " o r i g i n ­ a l l y want ed t o t e a c h i n c l u d e d s p e c i a l e d u c a t i o n , K-8 a r t , a r t i n a l l g r a d e s , home e c o n o m i c s , and u p p e r o r lower e l e m e n t a r y g r a d e s . T a b l e 4 . 1 0 shows t h a t o n l y 14.1% o f a l l t e a c h k i n d e r g a r t e n l a s t s c h o o l y e a r , 1983 -8 4. been a g r e a t many t r a n s f e r s respondents did not A lt h o u g h t h e r e have i n many g r a d e s g e n e r a l l y s p e a k i n g in p u b l i c s c h o o l s , t h e y do n o t seem t o have a f f e c t e d k i n d e r g a r t e n . 89 Table 4.10 Grade T a ug ht L a s t Year by K i n d e r g a r t e n T e a c h e r s (N = 134) Grade Level Percentage of E d u c a t o r s Respond ing P r e s c h o o l , n u r s e r y sc h o o l Kindergarten 1.5 85.1 F irst 2.2 Second, t h i r d 4.5 Fourth, f i f t h .7 Co m bi na tio n o f p r e - , e a r l y elem entary, kindergarten .7 M idd le sc h o o l 0.0 High sc ho ol 0.0 Did n o t t e a c h 4.5 T a b l e 4.11 shows t h a t t h e m a j o r i t y o f r e s p o n d e n t s , i f g i v e n a c h o i c e , p r e f e r t o t e a c h k i n d e r g a r t e n (7 7 .6 % ) . The c h o i c e s o f 18.6% of the respondents p refe rre d teaching o th er various grades. 90 T a b l e 4.11 I f Given a C h o i c e , Grade a t Which K i n d e r g a r t e n T e a c h e r s Would P r e f e r t o Teach (N = 134)___________________________________________________________ Grade Level P r e s c h o o l , n u r s e r y sc h o o l Kindergarten Percentage of E d u c a t o r s Responding 2 .2 77.6 F irst 3.7 Se c on d, t h i r d 4.5 Fourth, f i f t h .7 Com bi na tio n o f p r e - , e a r l y elem entary, kindergarten 7.5 Middle sc h o o l 0.0 High sc ho ol 0.0 O t h e r* 2 .2 i n d i v i d u a l s responding "other" in d ic a te d p r e fe rre d grades or s u b j e c t s t o be day c a r e c e n t e r , p a r e n t i n g c l a s s e s f o r k i n d e r g a r t e n p a r e n t s , r e a d i n g , and k i n d e r g a r t e n p l u s a s p e c i a l a r e a su ch as math or a r t . T a b l e 4 . 1 2 shows t h a t 44.0% o f k i n d e r g a r t e n t e a c h e r s b e lo n g e d t o two o r t h r e e p r o f e s s i o n a l o r g a n i z a t i o n s . Table 4.12 Number o f P r o f e s s i o n a l O r g a n i z a t i o n s t o Which K i n d e r g a r t e n T e a c h e r s Belong (N = 134) Number o f O r g a n i z a t i o n s 1 Percentage of E d u c a t o r s Responding 11.9 2 - 3 44.0 4 o r more 1 0 .4 No r e s p o n s e 33.5 91 T a b l e 4 . 1 3 r e v e a l s t h a t I n d i a n a and Michigan t e a c h e r s c ho s e t h e sta te teachers' a s s o c i a t i o n , t h e N a t i o n a l E d u c a t i o n A s s o c i a t i o n , and t h e l o c a l e d u c a t i o n a s s o c i a t i o n as t h e t h r e e most p o p u l a r w i t h both tea c h e r groups. Some o f t h e o r g a n i z a t i o n s c i t e d ' w e r e n o t r e a l l y o r g a n i z a t i o n s as one m i g h t p e r c e i v e them t o be . The p e r c e n t a g e o f r e s p o n d e n t s g i v i n g no r e s p o n s e was 21.28% from I n d i a n a t e a c h e r s . From r e s p o n d e n t s i n M i c h i g a n , t h e p e r c e n t a g e o f t h o s e n o t r e s p o n d i n g was a p p r o x i m a t e l y t w i c e as much as I n d i a n a . I t i s i m p o s s i b l e t o d e t e r m i n e w h e t h e r no r e s p o n s e i n d i c a t e d a c h o i c e n o t t o answer t h e q u e s t i o n o r i f i t meant t h a t t h e y b e lo n g e d t o no o r g a n i z a t i o n s . Table 4.14 l i s t s t h e p e r c e n t a g e s o f k i n d e r g a r t e n t e a c h e r s who r e g u l a r l y read j o u r n a l s . The h i g h e s t p e r c e n t a g e was 28.4%, which meant t h a t t h o s e t e a c h e r s r e a d two o r t h r e e j o u r n a l s , and t h a t 24.6% r e a d one j o u r n a l . I t i s i m p o s s i b l e t o g i v e r e a s o n s f o r t h e 37.3% who gave no r e s p o n s e . the Perhaps i t i n d i c a t e s a c h o i c e n o t t o answe r q u e s t i o n o r t h a t t h e y j u s t do n o t r e a d e d u c a t i o n a l j o u r n a l s . Many o r g a n i z a t i o n s were l i s t e d by one (0.75%) r e s p o n d e n t . These o r g a n i z a t i o n s i n c l u d e d t h e American F e d e r a t i o n o f T e a c h e r s (M), C o l l e g e Reading A s s o c i a t i o n (M), N a t i o n a l Co uncil o f T e a c h e r s o f Math (M), Michigan Co unc il o f T e a c h e r s o f Math (M), E a r l y C hi ld hoo d A s s o c i a t i o n (M), Alpha D e l t a Gamma ( M ) , Alpha Lambda T h e t a ( I ) , Phi Lambda T h e t a ( I ) , J u n i o r League o f D e t r o i t (M), A s s o c i a t i o n of E a r l y Chil dh oo d E d u c a t o r s (M), Local Home Economics O r g a n i z a t i o n (M), J a c k and J i l l , Inc. (M), BPW ( I ) , S o c i e t y o f I n t e n s i f i e d E d u c a t i o n ( I ) , 4-C 92 RANK 1 TOTAL Total Percentage Total Fre que nc y Michiga n Percentage Mic higa n Fre que nc y N = 89 Indiana Percentage Organization Indiana Fr e que nc y N = 47 T a b le 4 . 1 3 P r o f e s s i o n a l O r g a n i z a t i o n s t o Which M ich ig an K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / S tate teach ers' assoc. (MEA, ISTA, MFT) 20 42.,55 42 48..28 62 46.,27 1 N a t i o n a l E d u c a t i o n A ss oc . 19 40..43 35 40..23 54 40..30 2 Local e d u c a t i o n a s s o c . 16 34..04 23 26..44 39 29..10 3 Local a r e a r e a d i n g coun ci 1/ a s s o c i a t i o n 2 4..26 8 9.,20 10 7.,46 4.5 N a t i o n a l Assoc, f o r t h e E d u c a t i o n o f Young C h i l d . 8 17..02 2 2.,30 10 7..46 4.5 Alpha D e l t a Kappa 2 4..26 4 4.,60 6 4..48 6.5 I n t e r n . Ass oc, f o r t h e E d u c a t i o n o f Young C h i l d . 6 12..77 0 0 ..0 6 4..48 6.5 Michigan Reading A ss o c. 0 0..0 5 5.,75 5 3..73 8 Kappa D e l t a Phi 3 6..38 0 0 ..0 3 2..24 9.5 American A s s o c i a t i o n o f U n i v e r s i t y Women 0 0 ,.0 3 3..45 3 2..24 9.5 Intern. 0 0 ..0 2 2..30 2 1 ..49 11.16 I n d i a n a A ss o c, f o r t h e E d u c a t i o n o f Young C h i l d . 2 4..26 0 0 ..0 2 1 ..49 11.16 Council f o r E x c e p t . C h i l d . 1 2..13 1 1 ..15 2 1..49 11.16 Assoc, f o r C hi ld hoo d Educ. 1 2..13 1 1 ..15 2 1 ..49 11.16 Mich. E a r l y C hi ld hoo d Assoc • 0 0..0 2 2..30 2 1 ..49 11.16 D e l t a Kappa Gamma 0 0,.0 2 2..30 2 1 ,. 49 11.16 K i nd e rg . T e a c h e r s ' A ss oc . 1 2,.13 1 1 ..15 2 1 ..49 11.16 10 21..28 35 40..23 45 Reading Ass oc. No r e s p o n s e 33..58 - - 93 ( I ) , Covered B r i d g e S p e c i a l E d u c a t i o n ( I ) , Committee f o r G i f t e d and T a l e n t e d (M), AARP ( M ) , Workshop Way (M), and ITIP (M). Table 4.14 Number o f J o u r n a l s Read R e g u l a r l y by K i n d e r g a r t e n T e a c h e r s (N = 134) Number o f J o u r n a l s Percentage of E d u c a t o r s Responding 1 24.6 2 - 3 28.4 4 o r more 9.7 No r e s p o n s e 3 7 .3 Table 4.15 d e s c r ib e s r e g u l a r l y by r e s p o n d e n t s . most f r e q u e n t l y r e a d . in d e t a i l t h e j o u r n a l s which were r e a d The I n s t r u c t o r and E a r l y Years were t h e two Many o f t h e p u b l i c a t i o n s were n o t what one m ig h t i d e n t i f y as an e d u c a t i o n a l j o u r n a l . Many j o u r n a l s were l i s t e d by one r e s p o n d e n t (0 .7 5 % ) . These j o u r n a l s i n c l u d e d E d u c a t o r (M), E d u c a t i o n (M), Human Growth and D ev e l opment--G ese11 I n s t i t u t e (M), The Good Apple ( I ) / Newspaper (M), Kappa D e l t a Phi ( I ) , MacMillan E a r l y S k i l l s Program ( I ) , M e r r i l l Palmer N e w s l e t t e r (M) , In Your Backy ard (M), J a c k and J i l l 1i g h t s (M), High- (M), Growing C h i l d ( I ) , The Red Apple (M), Frank S c h a f f e r ( I ) , I n s t r u c t o r Book Club (M), Sesame S t r e e t (M), T u r t l e (M), Humpty Dumpty (M), E l e m e n t a r y C o u n s e l o r (M), School Days (M), The Horn Book (M) Fa mily C i r c l e (M), Woman's Day (M), Time (M), and Lol 1 ipops/Lad.ybugs (M). Weekly e d u c a t i o n a l ne w s pa p e rs were g e n e r a l l y l i s t e d as were " a l l p u b licatio n s of the p rofessional organization" m agazine" (M). (M) and " p r i n c i p a l ' s 94 Mic higa n Percentage (TOTAL RANK [Michigan ■Frequency IN = 87 Instructor 14 29. 79 21 24..14 35 26.,12 1 E a r l y Years 12 25. 53 22 25..29 34 25..37 2 Learning 5 10. 64 9 10..34 14 10. 45 3 E a r l y Ch il d h o o d 3 6. 38 9 10,.34 12 8..96 4 Young C h i l d r e n 4 8.,51 3. 3..45 7 5.,22 5 NEYC J o u r n a l 4 8.,51 2 2,.30 6 4..48 6 P a r e n t s ' Magazine 2 4.,26 3 3..45 5 3..73 7 NEA Today 1 2.,13 3 3,.45 4 2.,99 83 Teacher 1 2.,13 3 3,.45 4 2,.99 83 C h il dh oo d E d u c a t i o n 0 0.,0 4 4,.60 4 2..99 83 Ps y c h o lo g y Today 1 2..13 2 2 .30 3 2,.24 11.16 Education D igest 2 4..26 1 1..15 3 2.,24 11.16 Early Learning 0 0..0 3 3 .45 3 2..24 11.16 Ranger Rick 0 0..0 3 3 .45 3 2..24 11.16 The Mail Box 0 0..0 3. 3 .45 3 2,.24 11.16 Reading T e a c h e r 0 0..0 3 3,.45 3 2,.24 11.16 Grade T e a c h e r 0 0,.0 2 2 .30 2 1,.49 17 32 36 .78 52 Journal No Response Indiana Fr e que nc y N = 47 [ I n di a na Percentage Total Fre que nc y ( N=134) Total [ P e r c e n ta g e Table 4.15 J o u r n a l s Which Are Read R e g u l a r l y by M ich ig an K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i s e n c e s / En do rs em en ts 20 42,.55 38,.81 -- 95 T a b l e 4 . 1 6 d e s c r i b e s in d e t a i l by t h e s u b j e c t s o f t h e s t u d y . the undergraduate courses taken Only one c o u r s e r e l a t e d t o t e a c h i n g o f k i n d e r g a r t e n , c h i l d gr ow th and d e v e l o p m e n t , was t a k e n by more t h a n one-fo u rth of the survey popu latio n . Over o n e - f o u r t h (26.87%) s a i d t h e y to o k no c o u r s e s r e l a t e d t o t h e t e a c h i n g o f k i n d e r g a r t e n a t t h e undergraduate le v e l. Table 4.16 C o u rs e s R e l a t e d t o t h e T e a c h i n g o f K i n d e r g a r t e n Taken as a P a r t o f U n d e r g r a d u a t e T e a c h e r P r e p a r a t i o n by Michigan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / Endorsements (N = 134)________________ _________________________________________ U n d e r g r a d u a t e Course Fr e q u en c y o f Response Percentage of E d u c a t o r s Responding C h i l d growth and d e v e l o p m e n t 38 28.36 M usic/piano playing 29 21.64 C h ild ren 's l i t e r a t u r e 29 2 1 .6 4 Kindergarten s tu d e n t teaching 25 18 .6 6 A r t methods 19 1 4 .1 8 Games and p l a y 19 14.18 C h i l d ps y c h o lo g y 18 13.43 G e ne r al k i n d e r g a r t e n methods 13 9.70 Math methods 13 9.70 Parents/fam ily re la tio n s 13 9.70 S c i e n c e methods 12 8.96 K in d e rg a r te n /e a r ly childhood education 12 8.96 96 T a b l e 4 . 1 6 , co n t in u e d 10 7.46 Creative dram atics/experiences 8 5.97 F ield ex p erien ces in k indergarten 7 5.22 P h y s i c a l e d u c a t i o n methods N utrition, health, safety 7 5.22 A d m i n i s t r a t i o n / d i r e c t i n g of k i n d e r g a r t e n / n u r s e r y school 7 5 .2 2 Language a r t s methods 6 4.48 Reading/reading rea d in ess 6 4.48 E x c e p t i o n a l and l e a r n i n g d i s a b l e d 6 4.48 S o c i a l s t u d i e s methods 5 3.73 Kindergarten curriculum 5 3.73 36 2 6 .8 7 Took no c o u r s e s Many c o u r s e s wer e l i s t e d by f o u r o r f e w e r r e s p o n d e n t s . d e s c r ib e d in d e t a i l They a r e l a t e r in the paper. Table 4.17 d e s c r i b e s in d e t a i l the undergraduate courses taken by t h e s u r v e y p o p u l a t i o n from M ic h ig a n . Only one c o u r s e was t a k e n 20% o f t h e r e s p o n d e n t s , c h i l d growth and d e v e lo p m en t (22 .9 9% ). A p p r o x i m a t e l y 40% o f t h e r e s p o n d e n t s t oo k no c o u r s e s . c o u r s e s were l i s t e d by 17.24% o r f e w e r . A ll o t h e r by 97 Table 4.17 C o u r s e s R e l a t e d t o t h e Te a c h i n g o f K i n d e r g a r t e n Taken as a P a r t o f U n d e r g r a d u a t e T e a c h e r P r e p a r a t i o n by M ich ig an K i n d e r g a r t e n T e a c h e r s (N = 87)________________________________ U n d e r g r a d u a t e Cour se Fr e q u en c y o f Response Percentage o f E d u c a t o r s Responding C h i l d gr o wt h and d e v e lo p m e n t 20 22.99 C h ild ren 's l i t e r a t u r e 15 1 7 .2 4 Kindergarten stu d e n t teaching 11 1 2 .6 4 M usic/piano playing 11 12 .6 4 A r t methods 10 11 .49 Child psychology 6 6.90 Ge ne r al 6 6.90 S c i e n c e methods 5 5.75 Math methods 5 5 .7 5 F i e l d e x p e r i e n c e s in k i n d e r g a r t e n 5 5.75 K i n d e rg a r te n /e a r ly childhood education 5 5 .7 5 Games and p l a y 5 5 .7 5 Language a r t s methods 4 4.60 R eading/reading re a d in e ss 4 4 .6 0 K indergarten curriculum 3 3.45 P h y s i c a l e d u c a t i o n methods 3 3.45 Social s t u d i e s methods 2 2.30 Creative dram atics/experiences 2 2.30 N u tritio n , health, safety 2 2.30 Parents/fam ily re la tio n s 2 2.30 34 39.08 k i n d e r g a r t e n methods No c o u r s e s 98 The c o u r s e s l i s t e d by o n l y one Michi gan e d u c a t o r (1.15%) included p ro bl em s i n e a r l y c h i l d h o o d e d u c a t i o n , t e s t i n g and m e a s u r e m e n t , a t t i ­ t u d e d e v e l o p m e n t , s t o r y t e l l i n g , and g u i d a n c e . Two r e s p o n d e n t s i n d i ­ c a t e d t h e y had t a k e n a number o f c r e d i t h o u r s b u t d i d n o t s p e c i f y t h e courses. Two r e s p o n d e n t s i n d i c a t e d t h e y c o u l d no t remember t h e courses taken. Fi v e i n d i v i d u a l s d i d n o t r e s p o n d t o t h e s u r v e y q u e s ­ tio n about undergraduate courses taken. T a b l e 4 . 1 8 c l e a r l y d e s c r i b e s t h e u n d e r g r a d u a t e c o u r s e s t a k e n by t h e s u r v e y p o p u l a t i o n from I n d i a n a . l e a s t 20% o f t h e r e s p o n d e n t s t o o k . T h e r e were s ev en c l a s s e s t h a t a t C h i l d growth and d e v e l o p m e n t and mu sic and p i a n o p l a y i n g were t a k e n by 38.30%. t h e r e s p o n d e n t s t oo k no c o u r s e s . A p p r o x i m a t e l y 4.26% o f All o t h e r c o u r s e s were l i s t e d by 23.4% o r f e w e r . S e v e r a l c o u r s e s were l i s t e d by one I n d i a n a r e s p o n d e n t ( 2. 1 3% ). They i n c l u d e d c h i l d day c a r e , e d u c a t i o n a l p s y c h o l o g y , t e c h n i q u e s and methods f o r p r e s c h o o l , a t t i t u d e d e v e l o p m e n t , and s t o r v t e l l i n g . Two r e s p o n d e n t s i n d i c a t e d t h e y had t a k e n a number o f c r e d i t h o u r s b u t d i d not specify the courses. Two r e s p o n d e n t s i n d i c a t e d t h e y had e a r n e d degrees in e a r l y c h ildhood. One r e s p o n d e n t i n d i c a t e d s he c o u ld n o t remember t h e c o u r s e s t a k e n . One r e s p o n d e n t i n d i c a t e d a l l were r e l a t e d . courses Two r e s p o n d e n t s i n d i c a t e d t h e y t o o k no c o u r s e s r e l a t e d t o t h e t e a c h i n g o f k i n d e r g a r t e n as u n d e r g r a d u a t e s t u d e n t s . Four i n d i v i d u a l s did not respond to the survey q u e s tio n about u n d e rg ra d u a te courses taken. 99 Table 4.18 Co urses R e l a t e d t o t h e T e a c h i n g o f K i n d e r g a r t e n Taken as a P a r t o f U n d e r g r a d u a t e T e a c h e r P r e p a r a t i o n by I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t (N = 47)__________________ U n d e r g r a d u a t e Cour se Fre qu enc y o f Response Percentage E d u c a t o r s Responding C h i l d growth and d e v e l o p m e n t 18 38.30 M usic/piano playing 18 3 8 .3 0 Kindergarten stu d e n t teaching 14 2 9 .7 9 C h ild ren 's 14 29 .7 9 Games and p l a y 14 2 9 .7 9 Child psychology 12 2 5. 53 Parent/fam ily re la tio n s 11 23 .4 0 A r t methods 9 19 .1 5 Math methods 8 17.02 G en de ral 7 14 .89 S c i e n c e methods 7 14 .89 K in d e rg a r te n /e a r ly childhood education 7 14 .89 P h y s i c a l e d u c a t i o n methods 7 14 .8 9 A d m in is tra tio n /d ir e c tin g of k i n d e r g a r t e n / n u r s e r y sc h o o l 7 14. 89 Creative dram atics/experiences 6 12.77 E x cep tio n sl/learn in g disabled children 6 12.77 N utrition, health, safety 5 10 .6 4 M u lticu ltu ra l education 4 8.51 Class r oo m management/room d e s i g n 4 8.51 S o c i a l s t u d i e s methods 3 6.38 Reading/reading rea d in ess 2 4.26 literatu re k i n d e r g a r t e n methods 100 Table 4 .1 8 , continued Language a r t s methods 2 4.26 Kindergarten curriculum 2 4.26 Speech 2 4.26 Cognitive development 2 4.26 A-V 2 4.26 Special education 2 4.26 Table 4.19 d e s c r ib e s in d e t a i l t h e c om pa ris on o f r e s p o n s e s a b o u t undergraduate courses r e l a te d to k indergarten. Although t h e c o u r s e s t a k e n most f r e q u e n t l y a r e r a n k e d i n t h e t o p by b o t h s t a t e s , t h e p e r ­ centage o f tea c h e rs tak in g the courses is h ig h er f o r the Indiana group. The p e r c e n t a g e s o f d i f f e r e n c e s a r e l i s t e d below. Indiana Difference Mi chiga r C h i l d gro wth and d e v e lo p m e n t 38.30 15.31 22.99 M usic/piano playing 38.30 2 5 .6 6 12 .6 4 C hildren's 29.79 12 .55 17.24 Kindergarten stu d e n t teaching 29.79 17 .15 12. 6 4 A r t methods 19 .15 7.66 11.49 Games and p l a y 2 9 .7 9 24.04 5.75 Child psychology 2 5. 53 18.63 6.90 literatu re The g r e a t e s t d i f f e r e n c e s a r e m u si c and p i a n o p l a y i n g and games and p l a y , a l t h o u g h t h e r e i s a r e l a t i v e l y l a r g e d i f f e r e n c e in t h e o t h e r course a re a s . 101 Ta b le 4 . 1 9 Comparison o f Response About U n d e r g r a d u a t e Courses R e l a t e d t o K i n d e r g a r t e n , Taken by Rank and P e r c e n t a g e ______________________ C h i l d Growth and Development 1.5 38 .30 1 2 2. 99 1 28 .3 6 Music/Piano Playing 1.5 38.30 3.5 12 .6 4 2.5 2 1 .6 4 C hildren's L ite ra tu re 2.3 29 .7 9 2 1 7 .2 4 2.5 21.64 Kindergarten Student Te a c h i n g 3.3 29 .7 9 3.5 1 2 .6 4 4 1 8 .6 6 A r t Methods 8 19 .1 5 5 11.49 5.5 14.18 Games and P l a y 3.3 2 9 .7 9 8.2 5. 7 5 5.5 14.18 C h i l d P s y c h o lo g y 6 2 5 .5 3 6.5 6.90 7 1 3 .4 3 I t oo k no c o u r s e s _ 4.26 39. 0 8 — 2 6 .8 7 The d a t a p r e s e n t e d in T a b l e 4 . 2 0 a r e r e l e v a n t t o t h e g r a d u a t e c o u r s e s t a k e n by t h e Michigan and I n d i a n a t e a c h e r s who r e s p o n d e d t o the study. The c o u r s e s t h a t showed t h e g r e a t e s t p e r c e n t a g e o f e d u c a ­ t o r s r e s p o n d i n g t o them were c h i l d growth and d e v e lo p m e n t ( 1 2 . 6 9 % ) , e a r l y c h i l d h o o d / n u r s e r y sch oo l e d u c a t i o n (1 1 .9 4 % ) , and s p e c i a l pro­ grams UO .4 5% ). The t a b l e shows t h a t 36.57% o f t h e t e a c h e r s t o o k no c o u r s e s a t all. T h i s c o u ld be due t o t h e f a c t t h a t t h e I n d i a n a l i c e n s e / e n d o r s e ­ ment oegan i n 1978. T h e r e f o r e , I n d i a n a t e a c h e r s may be j u s t b e g i n n i n g to pursue g rad u ate lev el courses. 102 Table 4.20 Co u rs e s R e l a t e d t o t h e T e a c h i n g o f K i n d e r g a r t e n Taken as a P a r t o f G r a d u a t e T e a c h e r P r e p a r a t i o n by Michi gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h an I n d i a n a K i n d e r g a r t e n L i c e n s e / Endo rs eme nt G r a d u a t e Cour se Freq uen cy o f Response Percentage o f Educators Respon din g {%) C h i l d Growth and Development 17 12.69 E a r l y C h i l d h o o d / N u r s e r y School Education 16 11.94 Special 14 10.45 10 7.46 C u r r i c u l urn 8 5.97 F ie ld Experience in Kindergarten 8 5.97 Language A r t s M e t h o d s / C r e a t i v e Wri t i ng 7 5.22 E x c e p t i o n a l and L e a r n i n g D i s a b l e d Chi 1d 7 5.22 P a ren t Education 7 5.22 C h i l d P s y c h o lo g y 6 4.48 A-V E q u i p m e n t /A id e s 6 4.48 K i n d e r g a r t e n Methods 6 4.48 Math Methods 5 3.73 Mus i c 5 3.73 5 3.73 49 36.57 Programs* Reading Physical E d u c a t i o n Methods I t o o k no c o u r s e s ♦ S p e c i f i c programs a r e l i s t e d on T a b l e 4.21 and T a b l e 4 . 2 2 . Many c o u r s e s wer e l i s t e d by f o u r o r f e w e r r e s p o n d e n t s . d e s c r i b e d in d e t a i l i n T a b l e s 4.21 and 4 . 2 2 . They a r e 103 T a b l e 4.21 d e s c r i b e s t h e c o u r s e s r e l a t e d t o t h e t e a c h i n g o f k i n d e r g a r t e n t h a t M ic h ig a n r e s p o n d e n t s to o k as p a r t o f g r a d u a t e work. The c o u r s e s which showed t h e g r e a t e s t p e r c e n t a g e s were c h i l d gro wth and d e v e l o p m e n t , s p e c i a l education. p r o g r a m s , and e a r l y c h i l d h o o d / n u r s e r y s c h o o l Many r e s p o n d e n t s (45.53%) i n d i c a t e d t h e y d i d n o t t a k e any courses a t a l l . T h i s c o u l d be due t o t h e f a c t t h a t many had t h e i r M a s t e r ' s d e g r e e s or t h a t t h e r e were no c o u r s e s a v a i l a b l e f o r g r a d u a t e c r e d i t r e l a te d to th e teaching of k in d erg a rte n . I t c o u ld a l s o r e f l e c t a l a c k o f i n t e r e s t t o p u r s u e such s p e c i f i c c o u r s e s in l i e u o f o t h e r s o f a more g e n e r a l n a t u r e . S e v e r a l c o u r s e s were l i s t e d by one (1.15%) Michi ga n r e s p o n d e n t , in clu d in g scie n c e methods, a d m i n is t r a t io n , g u idance, rea d in ess c l a s s e s , p a r e n t e d u c a t i o n , programs in e a r l y c h i l d h o o d , f a m i l y d e v e l o p m e n t , s p e e c h , m u l t i s e n s o r y e x p e r i e n c e s , gro up p r o c e s s , l e a r n ­ ing c e n t e r s , u t i l i z a t i o n o f p a r a p r o f e s s i o n a l s , c o m p u t e r s , k i n d e r g a r t e n m e t h o d s , i s s u e s in e a r l y c h i l d h o o d , e c o n o m i c s , t h e k i n d e r g a r t e n c h i l d , n a t u r a l h i s t o r y o f M i c h i g a n , and s o c i a l s t u d i e s c u r r i c u l u m . Two r e s p o n d e n t s i n d i c a t e d t h e y had r e c e i v e d M a s t e r ' s d e g r e e s in a r e a s which h e l p e d them t o work w i t h k i n d e r g a r t e n c h i l d r e n ( c o u n s e l i n g , special education). One r e s p o n d e n t had w r i t t e n a P l a n B p a p e r r e l a t e d to kindergarten education. One r e s p o n d e n t i n d i c a t e d a l l c o u r s e s t a k e n t o e a r n M a s t e r ' s d e g r e e s i n e a r l y c h i l d h o o d were r e l a t e d . Three r e ­ s p o n d e n t s i n d i c a t e d t h e y c o u ld n o t remember what g r a d u a t e c o u r s e s t h e y had t a k e n r e l a t e d t o t h e t e a c h i n g o f k i n d e r g a r t e n . Eight i n d i ­ v i d u a l s d i d n o t a n sw er t h e s u r v e y q u e s t i o n r e l a t e d t o g r a d u a t e courses taken. T a b l e 4.21 Co ur se s R e l a t e d t o t h e T e a c h i n g o f K i n d e r g a r t e n Taken as a P a r t o f G r a d u a t e T e a c h e r P r e p a r a t i o n by Michi gan K i n d e r g a r t e n T e a c h e r s G r a d u a t e Cour se Fr e q u en c y o f Response Percentage o f Educators Responding (%) C h i l d Growth and Development 10 11.49 Special 10 1 1 .4 9 E a r l y C h i l d h o o d / N u r s e r y School Education 9 1 0 .3 4 Reading 6 6.90 Programs* F ie ld Experiences in K indergarten 6 6.90 C h i l d Ps y c h o lo g y 5 5.75 Physical 4 4.60 Language A r t s M e t h o d s / C r e a t i v e W riting 4 4.60 Problems i n E a r l y C h i l d h o o d 4 4.60 Curriculum 3 3. 4 5 Math Methods 3 3. 4 5 A r t Methods 3 3.45 Music 3 3.45 E x c e p t i o n a l and L e a r n i n g D i s a b l e d Child 3 3.45 C hildren's L ite ra tu re 3 3.45 A V E q u i p m e n t/A id e s 2 2.30 In stru c tio n a l M aterials 2 2.30 Games and P l a y 2 2.30 C l a s sr o o m Management 2 2.30 A f f e c t i v e Education 2 2.30 E d u c a t i o n Methods 105 T a b l e 4 . 2 1 , c o n t in u e d . S torytelling 2 2.30 Pu p p e ts 2 2.30 37 42.53 I to o k no c o u r s e s * G e s e l l ( 2 ) , Workshop Way ( 2 ) , Math T h e i r Way ( 2 ) , Make I t / T a k e I t ( 1 ) , E l e m e n ta r y E n r i c h m e n t ( 1 ) , Advocacy ( 1 ) , T e a c h e r A c t i o n S e r i e s (1) T a b l e 4 . 2 2 i n d i c a t e s t h e g r a d u a t e l e v e l c o u r s e s t a k e n by t h e k i n d e r g a r t e n t e a c h e r s from I n d i a n a who r es p o n d e d t o t h e s t u d y . Ch i l d growt h and d e v e l o p m e n t and e a r l y c h i l d h o o d / n u r s e r y sc h o o l e d u c a t i o n show t h a t 14.89% o f t h e t e a c h e r s have t a k e n them. Twelve t e a c h e r s (25.53%) i n d i c a t e d t h e y had t a k e n no c o u r s e s . the f a c t t h a t t h e e a r l y c h i l d h o o d / k i n d e r g a r t e n l i c e n s e and e n d o r s e ­ ment d i d n o t b e g in u n t i l teachers a r e j u s t b e g i n n i n g g r a d u a t e c o u r s e work. 1978. T h i s may be due t o T h i s c o u ld s u g g e s t t h a t many o f t h e S e v e r a l c o u r s e s were l i s t e d by one (2.13%) I n d i a n a r e s p o n d e n t . They i n c l u d e d c h i l d p s y c h o l o g y , a r t m e t h o d s , p h y s i c a l e d u c a t i o n m e t h o d s , c l a s s r o o m m anagement, f a m i l y d e v e l o p m e n t , b e h a v i o r m o d i f i c a ­ tion, l i b r a r y m a t e r i a l s f o r young c h i l d r e n , l e a r n i n g c e n t e r s , c h i l ­ d r e n ' s l i t e r a t u r e , p a r e n t - t e a c h e r c o n f e r e n c e s , r e s o u r c e s , day c a r e , and c r e a t i v e e x p e r i e n c e s . t a k e n were r e l a t e d . One r e s p o n d e n t i n d i c a t e d a l l courses S i x (12.77%) i n d i v i d u a l s d i d n o t r e s p o n d t o t h e survey q u estion about grad u ate courses taken. 106 Table 4.22 Co ur se s R e l a t e d t o t h e Te a c h i n g o f K i n d e r g a r t e n Taken as a P a r t o f G r a d u a t e T e a c h e r P r e p a r a t i o n by I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h an I n d i a n a K i n d e r g a r t e n L i c e n s e / E n d o r s e m e n t (n=47)__________________ Percentage o f Educators Responding (%) Graduate Course Fre qu enc y o f Response C h i l d Growth and Development 7 1 4 .8 9 E a r l y C h i l d h o o d / N u r s e r y School Education 7 14 .8 9 P a r e n t Education 6 1 2 .7 7 Curriculum 5 1 0 .6 4 K i n d e r g a r t e n Methods 5 1 0 .6 4 Readi ng 4 8.51 A-V E q u i p m e n t /A id e s 4 8.51 S p e c i a l Pro gra m s* 4 8.51 E x c e p t i o n a l and L e a r n i n g D i s a b l e d C h ild /S p ecial Education 4 8.51 Language A r t s M e t h o d s / C r e a t i v e W riting 3 6.38 S c i e n c e Methods 3 6.38 Individualizing In stru ctio n 3 6.38 Math Methods 2 4.26 S o c i a l S t u d i e s Methods 2 4.26 Music 2 4.26 A dm inistration 2 4.26 Guid ance 2 4.26 In stru ctio n al M aterials 2 4.26 F ie ld Experience in K indergarten 2 4.26 T a b le 4 . 2 2 , c o n t in u e d . Games and Pl a y 2 4.26 E d u c a t i o n a l Ps yc h o lo g y 2 4.26 12 25.53 I to o k no c o u r s e s * K i n d e r g a r t e n Workshop ( 3 ) , M o n t e s s o r i (1) T a b l e 4 . 2 3 shows t h e number o f c r e d i t s e a r n e d r e l a t e d t o k i n d e r ­ g a r t e n / e a r l y c h i l d h o o d e d u c a t i o n by Michi gan k i n d e r g a r t e n t e a c h e r s and I n d i a n a k i n d e r g a r t e n t e a c h e r s w i t h I n d i a n a k i n d e r g a r t e n l i c e n s e s / endorsements. A lt h o u gh a l l respondents are teach in g , the ta b le c l e a r l y shows t h a t many have n o t e a r n e d any c r e d i t s and t h a t a r e l a ­ t i v e l y hi g h p e r c e n t a g e o f r e s p o n d e n t s c ho s e n o t t o r e v e a l any i n f o r ­ m a t io n r e g a r d i n g t h e q u e s t i o n . T a b l e 4. 23 Number o f C r e d i t s Earned R e l a t e d t o K i n d e r g a r t e n / E a r l y Chil dho od Edu­ c a t i o n by Michi ga n K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t s (N = 134) P e r c e n t a g e o f E d u c a t o r s Responding C r e d i t Area Ch il d growth and de v e lo p m en t None 1-3 4- 8 9-15 6 . 0 1 0 .4 38.1 16.4 16-21 22-30 30+ Miscx .7 ---- .7 27.6 K indergarten/pre­ sc ho ol methods 38.8 15.7 8.2 4.5 5.2 .7 19.4 K indergarten/pre­ scho ol m a t e r i a l s 4 3 . 3 11.9 17.9 6.5 ___ 1.5 .7 17.9 Ch i l d g u i d a n c e techniques 35.1 11 .9 14 .2 6.7 2.2 ___ ... 29.9 K indergarten/pre­ sc h oo l c u r r i c u l u m 45. b 9 ./ 15.7 3.7 .7 .7 23.9 Field experiences(s) in k i n d e r g a r t e n / preschool 44.8 9 . 0 11 .9 9.0 1.5 .7 2 3 .2 S t u d e n t t e a c h i n g in kindergarten 38.1 6 .7 17.9 1 4 .2 1.5 __ 21 .7 7.5 _ «.«» 108 T a b l e 4 . 2 4 r e f e r s t o t h e l e n g t h o f t im e c r e d i t s r e l a t e d t o k i n ­ d e r g a r t e n / e a r l y c h i l d h o o d were e a r n e d by Michi gan k i n d e r g a r t e n t e a c h e r s and I n d i a n a k i n d e r g a r t e n t e a c h e r s w i t h l i c e n s e s / e n d o r s e m e n t . S e v e r a l a s s u m p t i o n s c o u l d be made from T a b l e 4 . 4 0 . Teachers taking c o u r s e s r e l a t e d t o k i n d e r g a r t e n now a r e r e l a t i v e l y few. The number o f t e a c h e r s n o t r e s p o n d i n g c o u l d be due t o t h e ages o f t h e I n d i a n a t e a c h e r s who a r e , f o r t h e mo st p a r t , j u s t b e g i n n i n g g r a d u a t e work. T h i s c o u ld a l s o be due t o t h e f a c t t h a t many k i n d e r g a r t e n t e a c h e r s a r e o l d e r and have n o t t a k e n any c o u r s e work f o r many y e a r s and t h a t o t h e r s have n o t fo u nd c l a s s e s i n k i n d e r g a r t e n / e a r l y c h i l d h o o d t o be o f f e r e d by v a r i o u s c o l l e g e s and u n i v e r s i t i e s . d e t e r m i n e t h e r e a s o n s f o r so few r e s p o n s e s . I t is im possible to I t c o u l d p o s s i b l y mean c o u r s e s were j u s t n o t t a k e n o r t h a t many r e s p o n d e n t s c o u ld n o t remem­ b e r what c o u r s e s t h e y had t a k e n . 109 Table 4.24 How Long-ago C r e d i t s R e l a t e d t o K i n d e r g a r t e n / E a r l y Ch il d h o o d Educa­ t i o n Were Earned by M ich ig a n K i n d e r g a r t e n T e a c h e r s and I n d i a n a Kin­ d e rg a r te n Teachers with Indiana K indergarten Licenses/Endorsem ents P e r c e n t a g e o f E d u c a t o r s Responding One Year Ago C r e d i t Area C n i l d growth and de v e lo p m en t 2 -4 Years Ago 5 -8 Years Ago 9-15 Years Ago 16-20 Years Ago 20+ Years Ago No Re­ sponse .7 7.5 11 .9 22.4 9.7 15.7 3 1 .3 K indergarten/pre­ sch oo l methods 3.7 8.2 1 0 .4 1 3 .4 2. 2 3.0 5 9 .0 K indergarten/pre­ sch ool m a t e r i a l s 5.2 8.2 9.0 11 .9 5. 2 .7 59.7 Child guidance techniques 1. 5 6.0 6.7 14.9 4.5 6.7 59 .7 K indergarten/pre­ s c ho ol c u r r i c u l u m 4.5 6 .0 7.5 2 .7 1. 5 2.2 65.7 Field e x p e r i e n c e d ) in k i n d e r g a r t e n / preschool 3.0 5.2 8.2 12.7 4.5 3.0 63.4 S tudent te a c h in g in kindergarten 4.5 3 .7 6.7 11 .2 6.7 9.7 57 .5 Table 4.25 r e f l e c t s t h e f e e l i n g s t h e Michi gan k i n d e r g a r t e n t e a c h e r s and I n d i a n a k i n d e r g a r t e n l i c e n s e s / e n d o r s e m e n t t e a c h e r s have r e g a r d i n g how t h e y f e l t t h e y c o u l d have been b e t t e r p r e p a r e d t o t e a c h kindergarten. Those r e s p o n d i n g f e l t t h e y c o u l d have been b e t t e r p r e p a r e d in s e v e r a l areas. The two t h a t r e v e a l e d a l a r g e r p e r c e n t a g e o v e r many o t h e r s were k i n d e r g a r t e n f i e l d e x p e r i e n c e s (16.92%) and k i n d e r g a r t e n s t u d e n t t e a c h i n g ( 13 .4 3% ) . Th e re was no r e s p o n s e by 21.64%, and i t i s i m p o s s i b l e t o s ay i f t h e y were s a t i s f i e d o r n o t . 110 T a b le 4 . 2 5 How Michi gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h an I n d i a n a K i n d e r g a r t e n L i c e n s e / E n d o r s e m e n t Feel They Could Have Been B e t t e r P r e p a r e d t o Teach K i n d e r g a r t e n (n=124)_____________ Frequency o f Response Improvement Percentage o f Educators Respond ing (%) K indergarten F ie ld Experience 22 1 6. 42 K indergarten Stu d en t Teaching 18 1 3 .4 3 More General M e t h o d s / K i n d e r g a r t e n Methods C l a s s e s 13 3.70 C h i l d Growth and Development Cou rs es 13 9.70 Reading and Reading R e a d i n e s s 11 8.21 K indergarten Curriculum C lasses 11 8.21 More E a r l y C h il d h o o d C ou rs e s 10 7.46 Music Methods, Pl a y an I n s t r u m e n t 6 4.48 Working w i t h Parents. 6 4.48 Kindergarten M a te ria ls 5 3.73 T e s t i n g and Measurement 5 3. 7 3 I n s e r v i c e , Workshops, Sem ina rs 5 3.73 M i s c e l l a n e o u s Remarks 17 1 2 .6 9 No Response 29 21.64 9 6.72 Well P r e p a r e d Many s u g g e s t i o n s were made by f o u r o r f e w e r r e s p o n d e n t s . are d e s c r ib e d in d e t a i l in T a b l e s 4.26 and 4 . 2 7 . They Ill T a b l e 4 . 2 6 i n d i c a t e s t h e f e e l i n g s o f t h e Michigan k i n d e r g a r t e n t e a c h e r s and t h e i r r e s p o n s e s r e g a r d i n g how t h e y c o u ld have been b e t t e r prepared to teach kindergarten. The a r e a s mo st n o t e d were s t u d e n t t e a c h i n g i n k i n d e r g a r t e n ( 1 4 .9 4 % ) , k i n d e r g a r t e n f i e l d e x p e r i ­ e n c e s ( 1 4 . 9 4 % ) , c h i l d growth and d e v e lo p m en t c o u r s e s ( 1 1 . 4 9 % ) , and more e a r l y c h i l d h o o d c o u r s e s (10 .34 %) . listed Many o t h e r c o u r s e s were t h a t some t e a c h e r s f e l t t h e y c o u ld have b e n e f i t t e d from. Th e r e were no r e s p o n s e s g i v e n by 22.99%. i n d i c a t e t h e y were w e l l p r e p a r e d . These i n d i v i d u a l s d i d n o t I t is not p o s s ib le to determ ine wh at t h e y d i d n o t r e s p o n d . Many s u g g e s t i o n s were made by one (1.15%) M ich ig an r e s p o n d e n t . They i n c l u d e d p h y s i c a l e d u c a t i o n m e t h o d s , r e a d i n g r e a d i n e s s and r e a d ­ ing, special c h ild re n ( b i l i n g u a l , em otionally d i s t u r b e d ) , s p e cia l progr ams (Math T h e i r Way), co mm unications c o u r s e s , more n o n - r e a d e r a c t i v i t i e s , how t o m eet M i c h i g a n ' s minimal p e r f o r m a n c e o b j e c t i v e s , m o n th l y and y e a r l y m e e t i n g s , l e a r n i n g t h e o r y , more g r a d u a t e l e v e l e a r l y c h i l d h o o d c o u r s e s , and h a v in g a mon thly n e w s l e t t e r . individual One s u g g e s t e d t h e s k i l l s n e c e s s a r y t o be an e f f e c t i v e k i n d e r ­ g a r t e n t e a c h e r c o u ld n o t be t a u g h t . Four i n d i v i d u a l s i n d i c a t e d t h e y we re v e r y w e ll p r e p a r e d , t h a t t h e i r p r e p a r a t i o n programs c o u ld n o t have been b e t t e r . 112 Table 4.26 How M ich ig an K i n d e r g a r t e n T e a c h e r s Feel They Could Have Been B e t t e r P r e p a r e d t o Teach K i n d e r g a r t e n (n=87)__________________________________ Percentage o f Educators Respon din g {%) Improvement Fr eq u en cy o f Response K in d e rg a rte n S tu d e n t Teaching 13 1 4 .9 4 K indergarten F ie ld Experience 13 1 4 .9 4 C h i l d Growth and Development Co ur se s 10 1 1 .4 9 More E a r l y Ch il d h o o d C o u r s e s 10 1 1 .4 9 K indergarten Curriculum C lasses 9 10 .3 4 More Gene ral M e t h o d s / K i n d e r g a r t e n Methods C l a s s e s 7 8.05 I n s e r v i c e , Workshops, Sem ina rs 5 5 .7 5 Music Meth od s, Pl a y an I n s t r u m e n t 5 4.60 Readiness T e stin g C lasses 4 4.60 Observations in Kindergarten 4 4.60 Kindergarten M a te ria ls 4 4.60 Working w i t h P a r e n t s 3 3 .4 5 A r t Methods 2 2.30 T e s t i n g and Measurement 2 2.30 C h i l d P s y c h o lo g y 2 2.30 Gesell 2 2.30 M i s c e l l a n e o u s Remarks 14 1 6 .0 9 No Response 20 2 2 .9 9 113 The d a t a p r e s e n t e d i n T a b l e 4 . 2 7 r e f e r t o t h e f e e l i n g s that I n d i a n a t e a c h e r s w i t h l i c e n s e s / e n d o r s e m e n t have r e g a r d i n g t h e i s s u e of being b e t t e r prepared to teach k in d e rg a rte n . the consensus of the te a c h e r s ' t h e y were a d e q u a t e l y p r e p a r e d . b u t 19.15% d i d . G enerally speaking, a t t i t u d e s m ig h t be t h a t t h e y f e e l Given t h e o p p o r t u n i t y t o r e s p o n d , a l l Yet t h e y l i s t e d few s u g g e s t i o n s f o r imp rovement. In t h e s u r v e y f i v e (10.64%) f e l t w e l l p r e p a r e d . An a r e a where 10 r e s p o n d e n t s (21.28%) f e l t t h e y c o u ld have had more p r e p a r a t i o n was r e a d i n g and r e a d i n g r e a d i n e s s . Th e re were n i n e r e s p o n d e n t s who f e l t t h e y c o u l d have us ed more f i e l d e x p e r i e n c e . Th e re were n i n e who did not respond a t a l l . Many s u g g e s t i o n s were made by one (2.13%) I n d i a n a r e s p o n d e n t . They i n c l u d e d a r t m e t h o d s , m usi c m e t h o d s , p h y s i c a l e d u c a t i o n m e t h o d s , guidance, l e a r n i n g cent ers, more c u r r i c u l u m c l a s s e s , w r i t i n g b e h a v i o r a l o b j e c t i v e s , how t o w r i t e l e s s o n p l a n s , how t o p l a n p r o ­ grams w i t h no money, and s p e c i a l c h i l d r e n ( p h y s i c a l l y d i s a b l e d , speech problems, language problem s, g i f t e d ) . 114 Table 4.27 How I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h an I n d i a n a K i n d e r g a r t e n L i c e n s e / E n d o r s e m e n t Feel They Could Have Been B e t t e r P r e p a r e d t o Teach K i n d e r g a r t e n (n=47)______________________________________________ Improvement Fr e q u en c y o f Response Percentage o f Educators Respo ndi ng {%) 10 21.28 Kindergarten F ie ld Experiences 9 19.15 More General M e t h o d s / K i n d e r g a r t e n Methods C l a s s e s 6 12.77 K indergarten Student Teaching 5 10.64 D iscipline 4 8.51 Math Methods 3 6.38 C h i l d Growth and Developme nt Co ur se s 3 6.38 T e s t i n g and Measurement 3 6.38 Working w i t h P a r e n t s 3 6.38 Kindergarten M a te ria ls 2 4.26 Kindergarten Curriculum C lasses 2 4.26 Learning D i s a b i l i t y 2 4.26 M i s c e l l a n e o u s Remarks 3 6.38 No Response 9 1 9 .1 5 Well P r e p a r e d 5 1 0 .6 4 Reading and Reading R e a d i n e s s 115 In T a b l e 4 . 2 8 k i n d e r g a r t e n t e a c h e r s i n Michi gan and k i n d e r g a r t e n t e a c h e r s with l ic e n s e s /e n d o r s e m e n t in Indiana responded r e l a t i v e to c l a s s e s t h e y f e l t w er e a b s o l u t e l y e s s e n t i a l sional as p a r t o f t h e i r p r o f e s ­ preparation. Over o n e - h a l f o f t h e r e s p o n d e n t s l i s t e d c h i l d growth and d e v e l o p ­ ment as t h e most e s s e n t i a l c o u r s e ( 5 1 .4 9 % ) . Th re e o t h e r c o u r s e s were l i s t e d by a p p r o x i m a t e l y o n e - f o u r t h o f t h e r e s p o n d e n t s . They a r e m usi c methods ( 2 6 . 8 7 % ) , r e a d i n g r e a d i n e s s / m e t h o d s ( 2 6 . 1 2 % ) , and c h i l d p s y c h o lo g y ( 2 3 .8 8 % ) . R e f e r r i n g t o T a b l e 4 . 1 6 which d e s c r i b e s u n d e r g r a d u a t e t e a c h e r p r e p a r a t i o n by a l l r e s p o n d e n t s o f M ic hi ga n and I n d i a n a , c h i l d growth and d e v e lo p m e n t was t h e number one c o u r s e t o which r e s p o n d e n t s r e f e r r e d . A c c o r d in g t o T a b l e 4 . 2 0 which r e f e r r e d t o g r a d u a t e t e a c h e r p r e p a r a t i o n by a l l r e s p o n d e n t s from M ic h ig a n and I n d i a n a , c h i l d growth and d e v e lo p m e n t was a g a i n t h e number one c o u r s e t o which r e s p o n d e n t s r e f e r r e d . A c o n s i s t e n c y o f o p i n i o n i s shown as they su p p o rt th e rele v a n c e of t h i s course to t h e i r p r o fe s s io n a l needs. Many c o u r s e s w er e i n d i c a t e d by s e v e n o r f e w e r r e s p o n d e n t s and a re d e s c r ib e d in d e t a i l in T a b l e s 4.29 and 4 . 3 0 . 116 Table 4.28 Co u rs e s M ich ig an K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h an I n d i a n a K i n d e r g a r t e n Li c e n s e / E n d o r s e m e n t Feel a r e A b s o l u t e l y E s s e n t i a l as a P a r t o f t h e P r o f e s s i o n a l P r e p a r a t i o n o f a K i n d e r g a r t e n T e a c h e r (n=134)_______________________________________ Total E ssential Co u rs e T o t a l Fr eq u en cy Response Percentage of o f Educators Responding (%) C h i l d Growth and Development 69 51.49 Music/Methods 36 26.87 Reading R e a d i n e s s / M e t h o d s 35 2 6 .1 2 C h i l d P s y c h o lo g y 32 23.88 Math Methods 24 17.91 C h ild ren 's L ite r a tu r e 24 17.91 Physical 22 16.92 A r t Methods 19 14 .1 8 Games, P l a y , P e e r R e l a t i o n s h i p s 18 13.43 General K i n d e r g a r t e n Me thod s/ Hands on 18 1 3 .4 3 Communicating w i t h P a r e n t s / Parent R elationships 17 12.69 Kindergarten Curriculum 17 1 2 .6 9 S c i e n c e Methods 16 11.94 K indergarten Stu d e n t Teaching 14 10 .4 5 Language A r t s Methods 13 9 .7 0 E x cep tio n al/L earn in g Disabled Children 10 7 .4 6 9 6.72 E d u c a t i o n Methods S o c i a l S t u d i e s Methods F ie ld Experiences in K indergarten 9 6.72 117 T ab le 4 . 2 8 , c o n t in u e d . __________________________ ___________ Cl as sro om Management 8 5 .9 7 C reativ e Experiences 8 5.97 The d a t a l i s t e d i n T a b l e 4 . 2 9 were r e l e v a n t t o t h e c o u r s e s t h a t Michigan k i n d e r g a r t e n t e a c h e r s f e l t s h o u l d be a b s o l u t e l y e s s e n t i a l as p a r t o f k i n d e r g a r t e n t e a c h e r s ' professional prep aratio n . The c o u r s e w i t h t h e h i g h e s t p e r c e n t a g e (56.32%) was c h i l d growth and d e v e lo p m e n t . A fter t h i s , o n e-fo u rth of the respondents f e l t th a t t h r e e o t h e r c o u r s e s were e s s e n t i a l : reading readiness/m ethods c h i l d p s y c h o l o g y ( 2 6 .4 4 % ) , ( 2 4 . 1 4 % ) , and m usi c methods (21 .84 %) . In T a b l e 4 . 1 7 l i s t i n g u n d e r g r a d u a t e c o u r s e s Michi gan k i n d e r g a r ­ t e n t e a c h e r s to o k showed c h i l d growth and d e v e lo p m e n t ( 2 2 . 9 9 % ) , c h i l d p s y c h o lo g y ( 6 . 9 % ) , r e a d i n g r e a d i n e s s ( 4 . 6 % ) , and musi c (12.64%). In T a b l e 4.21 M ich ig an k i n d e r g a r t e n t e a c h e r s ' g r a d u a t e c o u r s e s showed c h i l d growth and d e v e l o p m e n t ( 1 1 . 4 9 % ) , c h i l d p s y c h o lo g y ( 5 .7 5 % ) , r e a d i n g r e a d i n e s s ( 6 . 9 % ) , and m u s i c (3 .45 %) . I t may be t h a t r e s p o n d e n t s f e e l a p r o f e s s i o n a l need i n t h e s e a r e a s t h e y have i d e n t i f i e d as e s s e n t i a l , as t h e y d i d n o t have such courses a t th e u n d ergraduate or g rad u ate l e v e l . S e v e r a l c o u r s e s were l i s t e d as e s s e n t i a l respondent, by one (1.15%) Michigan in clu d in g m o tiv a tio n , d i s c i p l i n e , mastery le a r n in g , n u t r i t i o n / h e a l t h / f i r s t a i d , AV e q u i p m e n t , s p e e c h / h e a r i n g p r o b l e m s , b a s i c s k i l l s , b r o ad l i b e r a l a r t s background, e a r l y c h ildhood, b r i d g ­ i ng t h e gap between t h e o r y and p r a c t i c e , s o c i o l o g y , p e r c e p t i o n , e l e ­ m e n t a ry c u r r i c u l u m , s o c i a l s t u d i e s c u r r i c u l u m , e d u c a t i o n a l p s y c h o l ­ ogy , d i v e r s i f i e d e d u c a t i o n , and math j o b s . 118 Table 4.29 Cou r s es Michigan K i n d e r g a r t e n T e a c h e r s Feel Are A b s o l u t e l y E s s e n t i a l as a P a r t o f t h e P r o f e s s i o n a l P r e p a r a t i o n o f a K i n d e r g a r t e n T e a c h e r (n=87) E ssential Cour se Fr eq u en cy o f Response Percentage of.Educators Responding (%) C h i l d Growth and Development 49 5 6 .3 2 C h i l d Ps y c h o lo g y 23 26.44 Reading R e a d i n e s s / M e t h o d s 21 2 4 .1 4 Music Methods 19 2 1 .8 4 C h ild ren 's L ite r a tu r e 15 1 7 .2 4 Physical 14 E d u c a t i o n Methods 1 6 .0 9 A r t Methods 12 1 3 .7 9 Math Methods 12 1 3 .7 9 K indergarten Curriculum 11 S c i e n c e Methods 10 1 1 .4 9 Communicating w i t h P a r e n t s / Parent Relationships 8 9.20 S p e c i a l Programs* 8 9.20 12 .6 4 Gene ral K i n d e r g a r t e n Me thod s/ Hands On 7 8.05 K indergarten S tu d e n t Teaching 6 6.90 S o c i a l S t u d i e s Methods 6 6.90 Games and P l a y / P e e r R e l a t i o n s h i p s 6 6.90 Gesell T ra in in g 6 6.90 E x cep tio n al/L earn in g Disabled Children 6 6.90 Language A r t s Methods 6 6.90- 119 T ab le 4 . 2 9 , c o n t i n u e d . F ield Experiences in Kindergarten 5 5.75 C la s sr o o m Management 5 5.75 Gui dance 4 4.60 T e s t i n g and Measurement 4 4.60 Family Development 4 4.60 Language Development 4 4.60 C reative S to ry te llin g 3 3.45 C re a tiv e Experiences 3 3.45 Ge n er al R e a d i n e s s C l a s s e s 3 3.45 Individual 2 2.30 Behavior M o d ifica tio n 2 2.30 A f f e c t iv e Education 2 2.30 Learning Centers 2 2.30 M aterials f o r Kindergarten 2 2.30 Administration/Management o f K i n d e r g a r t e n Programs 2 2.30 Piaget 2 2.30 Instruction *Workshop Way ( 3 ) , Math T h e i r Way ( 3 ) , P e r c e p t i o n Pl u s ( 1 ) , Magic C ir c le (1) E i g h t r e s p o n d e n t s i n d i c a t e d t h e y f e l t no c o u r s e s were a b s o l u t e l y essen tial. Two r e s p o n d e n t s i n d i c a t e d t h e y were n o t s u r e . Seven i n d iv id u a ls did not respond to the survey q u e stio n s about e s s e n t ia l courses. Table 4.30 r e f e r s to th e courses t h a t Indiana te a c h e rs with Indiana lic e n ses/en d o rsem en ts f e l t w e r e a b s o l u t e l y e s s e n t ia l as p a r t 120 Table 4.30 Co ur se s I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t F e e l Are A b s o l u t e l y E s s e n t i a l as a P a r t o f t h e P r o f e s s i o n a l P r e p a r a t i o n o f a K i n d e r g a r t e n T e a c h e r (N = 47) E s s e n t i a l Cours e Fr e q u en c y o f Response Percentage of E d u c a t o r s Responding C h i l d growth and d e v e l o p m e n t 20 4 2 .5 5 Music methods 17 36 .1 7 Reading r e a d i n e s s / m e t h o d s 14 29 .7 9 Math methods 13 27 .6 6 Games and p l a y / p e e r r e l a t i o n s 12 25 .5 3 Gene ral k i n d e r g a r t e n m e t h o d s / hands on 11 23.40 C h i l d p s y c h o lo g y 9 1 9. 15 Communicating w i t h p a r e n t s / parent re la tio n s h ip s 9 19.15 C hildren's l i t e r a t u r e 9 19.15 Kindergarten s tu d e n t te a c h in g 8 1 7. 02 P h y s i c a l e d u c a t i o n m ethods 8 17 .02 A r t methods 7 14 .89 Language a r t s methods 7 14. 89 S c i e n c e methods 6 12 .77 Kindergarten curriculum 6 12 .77 D iscipline 5 10 .6 4 N u tritio n , h e a lth , f i r s t aid 5 10. 64 Creative experiences 5 10.64 F i e l d e x p e r i e n c e s in kindergarten 4 8.51 Exceptional/I earning disabled children 4 8.51 121 T a b l e 4 . 3 0 , continued M u lticu ltu ra l education 4 8.51 Early childhood 4 8.51 S o c i a l s t u d i e s methods 3 6.38 Cl a ssr oo m management 3 6.38 Admini s t r a t i on/management o f k i n d e r g a r t e n programs 3 6.38 Gu idan ce 2 4.26 Individualized in stru ctio n 2 4.26 Family d e v e lo p m e n t 2 4.26 Behavior m o d ific a tio n 2 4.26 C reative s to r y t e l li n g 2 4.26 Learning c e n te rs 2 4.26 M aterials fo r kindergarten 2 4.26 All c o u r s e s p o s s i b l e 2 4.26 of the kindergarten te a c h e r's professional preparation. s i x c o u r s e s which r e s p o n d e n t s f e l t w ^ e v e r y e s s e n t i a l : There are c h i l d growth and d e v e l o p m e n t ( 4 2 . 5 5 % ) , musi c methods ( 3 6 . 1 7 % ) , r e a d i n g r e a d i n e s s / methods ( 2 9 . 7 9 % ) , math methods (2 7 . 6 6 % ) , games and p l a y ( 2 5 . 5 3 % ) , and g e n e r a l k i n d e r g a r t e n methods (2 3 .4 0 % ). Five o f the s ix courses ( n o t r e a d i n g r e a d i n e s s / m e t h o d s ) wer e a l s o l i s t e d i n t h e t o p 10 c o u r s e s t e a c h e r s t o o k as u n d e r g r a d u a t e s . I t is p o s s ib le t h a t they a r e making u s e o f c o m p e t e n c i e s and knowledge g a i n e d t h r o u g h t h e u n d e r g r a d u a t e e x p e r i e n c e i n t h e s e c o u r s e s and f e e l f o r p r o f e s s i o n a l p r e p a r a t i o n as a r e s u l t . i t is e s s e n tia l 122 S e v e r a l c o u r s e s were l i s t e d as e s s e n t i a l by one (2.13%) I n d i a n a r e s p o n d e n t , i n c l u d i n g m o t i v a t i o n , t e s t i n g and m e a s u r e m e n t, u n i t p l a n ­ n i n g , a f f e c t i v e e d u c a t i o n , AV e q u i p m e n t , p e r c e p t i o n , a t t i t u d e d e v e l o p m e n t , day c a r e , p o s i t i v e t h i n k i n g , s p e e c h / h e a r i n g p r o b l e m s , basic s k i l l s , l a n g u a g e d e v e l o p m e n t , and d e v e l o p i n g a s u p e r p e r s o n a l ­ ity . Two r e s p o n d e n t s i n d i c a t e d t h e y f e l t no c o u r s e s were a b s o l u t e l y essential. Two i n d i v i d u a l s d i d n o t r e s p o n d t o t h e s u r v e y q u e s t i o n about e s s e n tia l courses. Two r e s p o n d e n t s gave i n f o r m a t i o n which was not rele v an t. T a b l e 4.31 shows a co m p a r is o n o f r e s p o n s e s a b o u t t h e e s s e n t i a l c o u r s e s by r a n k and p e r c e n t a g e . C h i l d growth and d e v e lo p m e n t c on ­ s i s t e n t l y was r a n k e d a t t h e t o p w i t h t h e g r e a t e s t p e r c e n t a g e in a l l t a b l e s w i t h Michigan and I n d i a n a k i n d e r g a r t e n e d u c a t o r s . In T a b l e 4.31 M ich ig an k i n d e r g a r t e n r e s p o n d e n t s (87 s u r v e y e d ) r an ke d c h i l d growth and d e v e l o p m e n t most i m p o r t a n t w i t h o v e r o n e - h a l f o f t h e respondents ( 5 6. 3 2% ) . Indiana k in d erg arten respondents (47 s u r v e y e d ) r a n k e d c h i l d growth and d e v e lo p m e n t f i r s t w i t h o v e r 42.55%. are three e sse n tia l There c o u r s e a r e a s where n e a r l y 15% more o f t h e t e a c h e r s r e s p o n d e d even t h o s e t h e s e c o u r s e a r e a s were h i g h l y r a n k e d . The p e r c e n t a g e o f M ich ig an e d u c a t o r s who l i s t e d c h i l d growth and d e v e l o p m e n t as e s s e n t i a l was 13.77% more t h a n I n d i a n a e d u c a t o r s . Indiana educators l i s t e d music methods 14.33% more and math methods 15.02% more t h a n t h e i r Michigan c o u n t e r p a r t s . 123 Total Overall Ranking 1 42..55 1 56 .32 1 51,.49 Music methods 2 36., 1 / 4 21 .84 2 2b,.8/ Reading r e a d i n e s s / methods 3 29..79 3 24,.14 3 26,.12 C h i l d p s y c h o lo g y 7,.3 19.,15 2 26 .44 4 23,.88 Math methods 4 27. 66 8.5 12,.64 5..5 17..91 C h ild ren 's l i t e r a t u r e 7..3 19.,15 5 17 .24 5,.5 17..91 10,,5 17.,02 6 16 .09 7 16..42 Course P h y s i c a l e d u c a t i o n methods SC u Tota i % of N I % of N ( N=87) C h i l d growth and d e v e lo p m en t Essential Rank by Indiana Rank by Mic higa n Tchrs. Cour ses by Rank and % of N (N=47) T a b l e 4.31 Comparison o f All R es pon se s a b o u t E s s e n t i a l Percentage : «dn i n z: In T a b l e 4 . 3 2 , r e g a r d i n g c o m p e t e n c i e s t h a t Michi gan and I n d i a n a e d u c a t o r s f e e l a k i n d e r g a r t e n t e a c h e r must have t o f u n c t i o n most e f f e c t i v e l y in a k i n d e r g a r t e n c l a s s r o o m , c h i l d growth and de ve lop m ent , w i t h a p e r c e n t a g e o f 4 6 . 2 7 , was r a n k e d h i g h e s t by 10% more t h a n t h e second h i g h e s t c om pe ten cy . The t a b l e i n d i c a t e s a s t r o n g r e c o g n i t i o n t h a t t h e need f o r p a t i e n c e ( 3 0 . 6 7 % ) , l o v e and a f f e c t i o n (30.67%) a r e i m p o r t a n t compe­ tencies. Also i n c l u d e d in t h e t o p f i v e were f l e x i b i l i t y (25.37%) and u n d e r s t a n d i n g (2 4 .6 3 % ) . Of t h e t o p f i v e c o m p e t e n c i e s t h a t k i n d e r g a r t e n t e a c h e r s f e l t t o be e f f e c t i v e , o n l y u n d e r s t a n d i n g c h i l d growth and de v e lo p m en t i s t r a ­ d i t i o n a l l y o f f e r e d i n c o l l e g e s and u n i v e r s i t i e s as a c o u r s e . 124 Table 4.32 Com p e te n c ie s Michigan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t Feel a Kin­ d e r g a r t e n T e a c h e r Must Have t o F u n c t i o n Most E f f e c t i v e l y i n a K i n d e r ­ g a r t e n C la s sr o o m (N = 134) Fr equency o f Response Competency Percentage of E d u c a t o r s Res po nd in g U n d e r s t a n d s c h i l d growth and development 62 4 6 .2 7 Patience 49 3 6 .5 7 Love, a f f e c t i o n a t e 41 30.60 Flexible 34 2 5 .3 7 Understanding 33 24.63 C reative, innovative 25 18. 6 6 Knowledge o f t e a c h i n g reading/readiness 23 1 7 .1 6 Meets i n d i v i d u a l 21 15.67 Communicates w i t h p a r e n t s 20 14 .93 Organized 20 14.93 Knowledge o f m a t h , s c i e n c e readiness 19 14.18 Enthusiastic 16 11.94 Communicates w i t h c h i l d r e n on t h e i r l e v e l 16 11.94 Knowledge o f m u s i c , p i a n o , voice 15 11. 1 9 S e n s i t i v e , compassionate, em pathetic, em otionally involved 14 10. 4 5 Good e d u c a t i o n a l b a c k g r o u n d , courses 14 1 0 .4 5 Kind, g e n t l e , t e n d e r , warm 12 8.96 needs 125 T a b le 4 . 3 2 , co n tin u e d A ctive, e n e rg e tic 12 8.96 P ositively d isciplines 12 8 .9 6 Knowledge o f a r t 12 8.96 Knowledge o f m e t h o d s , hands on 12 8.96 Se ns e o f humor 11 8.21 Cari ng 11 8.21 Knowledge o f p h y s i c a l growth 11 8.21 Positive a ttitu d e 8 5.97 Positive self-co n cep t, secure, confident 8 5.97 R e c e p t i v e t o change 8 5.97 Knowledge o f l a n g u a g e a r t s 8 5.97 A b ility to diagnose s p e c i a l needs 8 5.97 D e s i r e t o work w i t h t h i s age 8 5.97 Tolerant 7 5. 2 2 Planning s k i l l s 7 5 .2 2 Desire to continue learn in g 7 5.22 Knows how t o l i s t e n 6 4.48 Knowledge o f m a t e r i a l s 6 4.48 C reates com fortable classroom clim ate 6 4.48 F acilitato r, 6 4.48 Knowledge o f l a n g u a g e development 5 3.73 Knowledge o f s o c i a l growth 5 3.73 S upportive, in te r e s te d 5 3.73 instructor 126 Many c o m p e t e n c i e s were l i s t e d by f o u r o r f e w e r r e s p o n d e n t s . They a r e l i s t e d duals in d e t a i l in T a b l e s 4.33 and 4. 3 4 . Eleven i n d i v i ­ (8.21%) d i d n o t l i s t any c o m p e t e n c i e s . In T a b l e 4 . 3 3 , d e a l i n g w i t h c o m p e t e n c i e s Michi gan k i n d e r g a r t e n teachers feel a k i n d e r g a r t e n t e a c h e r must hav e t o f u n c t i o n most e f f e c t i v e l y in a k i n d e r g a r t e n c l a s s r o o m , u n d e r s t a n d i n g c h i l d growth and d e v e lo p m e n t was r a t e d t h e t o p p r i o r i t y by 47.13%. T h i s compe­ t e n c y was f e l t t o be n e c e s s a r y by 14% more k i n d e r g a r t e n t e a c h e r s o v e r the r e s t of the competencies. The d i v e r s i t y o f f e e l i n g as t o wh at c o m p e t e n c i e s we re n e c e s s a r y was shown by t h e f a c t t h a t 64 d i f f e r e n t c o m p e t e n c i e s w er e l i s t e d by M ich ig an k i n d e r g a r t e n t e a c h e r s . T h e r e seemed t o be l i t t l e overall a g re e m e n t o t h e r t h a n i n f o u r o r f i v e a r e a s . S e v e r a l c o m p e t e n c i e s were l i s t e d by one (1.15%) M ic h ig a n e d u c a ­ tor. They i n c l u d e d t o l e r a n t ; ha ppy , l a u g h i n g ; f r i e n d l y ; sense; tru th fu l; consistent; abuse; G e s e ll; f a c i l i t a t o r , tatio n s; common knowledge o f norms; r e c o g n i z e s c h i l d instructor; cooking; puppets; high expec­ how t o h a n d l e e m e r g e n c i e s ; knowledge o f c u r r e n t e v e n t s ; d r a m a t i c ; and good p e n ma ns hi p. i n d i c a t e any c o m p e t e n c i e s . Ten i n d i v i d u a l s (11.49%) d i d n o t 127 Table 4.33 Com pe tenc ies Michigan K i n d e r g a r t e n T e a c h e r s Feel a K i n d e r g a r t e n T e a c h e r Must Have t o F u n c t i o n Most E f f e c t i v e l y i n a K i n d e r g a r t e n Cl a ssr oo m (M=87)___________________________________________ ___ ___________________________ Comoetency Frequency o f Resp on se Percentage o f Educators Respo nd ing (%) U n d e r s t a n d s C h i l d Growth and Development 41 47.13 Patience 29 3 3 .3 3 Flexible 20 22.99 Love, A f f e c t i o n a t e 20 22.99 Knowledge o f Te a c h i n g R e a d i n g / R e a d i n e s s 18 20.69 Understanding 17 19.54 Meets I n d i v i d u a l Needs 14 16.09 O r g a n iz e d 14 16.09 Knowledge o f M usic, P i a n o , Voice 14 16.09 Communicates w i t h P a r e n t s 13 14.94 Knoledge o f Math, S c i e n c e R e a d i n e s s 13 14.94 Creative, 12 13.79 Coimiunicates w i t h C h i l d r e n on t h e i r Level 11 12.64 Knowledge o f A r t 11 12.64 Se n s e o f Humor 10 11.49 S e n s i t i v e , Compassionate, Em pathetic, E m o t i o n a l l y I n v o lv e d 9 10.34 R e c e p t i v e t o Change 8 9.20 Knowledge o f Methods, Hands on 8 9.20 Knowledge o f P h y s i c a l Growth 7 8.05 Good E d u c a t i o n a l Bac kg ro un d, Cou rs es 7 8.05 Kind, G e n t l e , T e n d e r , Warm 6 6.90 Knowledge o f Language A r t s 6 6.90 Knowledge o f M a t e r i a l s 6 6.90 C r e a t e s C o m f o r t a b le C la s sr o o m C l i m a t e 6 6.90 D e s i r e t o Work w i t h t h i s Age 6 6.90 Positively d isciplines 5 5.75 Knowledge o f S o c i a l Growth 5 5.75 A b i l i t y t o Diagnose S p e c i a l Needs 5 5.75 Innovative 128 T a b le 4 . 3 3 , c o n tin u e d . D esire to Continue Learning 5 5.75 E nthusiastic 4 4.60 A ctive, Energetic 4 4.60 P o sitiv e A ttitude 4 4.60 P o s itiv e Self-C oncept, Secure, Confident 4 4.60 Knowledge o f Language Development 4 4.60 Caring 3 3 .4 5 Knows How t o L i s t e n 3 3.45 A b i l it y to A r t ic u l a t e Goals, O b je c tiv e s , rationale 3 3 .4 5 Knowledge o f T e s t i n g and Measurement 3 3.45 A b i l i t y t o use P a r e n t s , Aides E f f e c t i v e l y 3 3.45 Planning S k i l l s 3 3.45 Supportive, 3 3 .4 5 S e t s R e a l i s t i c , A p p r o p r i a t e Goals 2 2.30 Guidance 2 2.30 Knowledge o f I m p o r t a n c e o f Play 2 2.30 Responsible 2 2.30 Knowledge o f S o c i a l S t u d i e s 2 2.30 Interested 129 Table 4.34 s t a t e s the competencies Indiana k i n d e r g a r t e n /e a r l y c h i l d h o o d e d u c a t o r s f e e l a k i n d e r g a r t e n t e a c h e r must have t o f u n c t i o n most e f f e c t i v e l y in a k i n d e r g a r t e n c l a s s r o o m . e s tin g c o n t r a s t to Table 4.3 3 . I t p r e s e n t s an i n t e r ­ The g e n e r a l c o m p e t e n c i e s o f u n d e r ­ s t a n d i n g c h i l d growth and d e v e lo p m e n t and l o v e , a f f e c t i o n were f e l t t o be e q u a l i n i m p o r t a n c e w i t h 44.68%. P a t i e n c e was s l i g h t l y lower w i t h 42.55%, and u n d e r s t a n d i n g had 34.04%. In T a b l e 4 . 3 3 Michi gan t e a c h e r s f e l t o n l y u n d e r s t a n d i n g c h i l d growth and d e v e lo p m e n t t o be most n e c e s s a r y , w h i l e in I n d i a n a a g r e a t e r p e r c e n t a g e o f t e a c h e r s f e l t f i v e c o m p e t e n c i e s were i m p o r t a n t . S e v e r a l c o m p e t e n c i e s were l i s t e d by one (2.13%) I n d i a n a e d u c a t o r . They i n c l u d e d s e n s e o f humor; n u r t u r e r ; knowledge o f l a n g u a g e d e v e l o p ­ ment; knowledge o f a r t ; knowledge o f m u s i c , p i a n o , v o i c e ; knowledge o f norms; knowledge o f t h e i m p o r t a n c e o f p l a y ; knowledge o f c u r r i c u ­ lum; f i r m ; f i r s t a i d ; cope w i t h p r o b l e m s . cies . human r e l a t i o n s s k i l l s ; and t h e a b i l i t y t o One i n d i v i d u a l d i d n o t i n d i c a t e any co mp et en­ 130 Table 4.34 Compe tenc ies I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t s Feel a K i n d e r g a r t e n T e a c h e r Must Have t o F u n c t i o n Most E f f e c t i v e l y i n a K i n d e r g a r t e n C l a s sr o o m (N=47)_________ Competency Fr e q u en c y o f Resp on se Percentage o f Educators Responding {%) Love, A f f e c t i o n 21 41.68 U n d e r s t a n d s C h i l d Growth and Development 21 44.68 Patience 20 4 2 .5 5 Understanding 16 3 4 .0 4 Flexible 14 2 9 .7 9 13 2 7 .6 6 12 25.53 C a r in g 8 17 .0 2 A ctive, Energetic 8 17 .0 2 Communicates w i t h P a r e n t s 7 14 .8 9 Meets I n d i v i d u a l Needs 7 14 .8 9 P ositively D isciplines 7 14. 89 Good E d u c a t i o n a l 7 1 4. 8 9 Kind, G e n t l e , T e n d e r , Warm 6 1 2. 7 7 Tolerant 6 12 .7 7 O rg a n iz e d 6 1 2 .7 7 Knowledge o f Math, S c i e n c e R e a d i n e s s 6 1 2. 7 7 S e n s i t i v e , Compassionate, Em pathetic, Emotionally Involved 5 1 0 .6 4 Communicates w i t h C h i l d r e n on t h e i r Level 5 1 0 .6 4 Knowledge o f T e a c h i n g R e a d i n g , R e a d i n e s s 5 1 0 .6 4 F acilitator, 5 1 0 .6 4 P ositive A ttitude 4 8.51 P o s i ti v e S e lf Concept, S ecure, C onfident 4 8.51 Knowledge o f P h y s i c a l Growth 4 8.51 Knowledge o f Methods/Hands On 4 8.51 Planning S k i l l s 4 8.51 Happy, Laughs 3 6.38 C reative, Innovative Enthusiastic Ba c kg ro un d , C ou rs e s Instructor 131 T a b le 4 . 3 4 , c o n tin u e d . 3 6.38 Needs 3 6.38 S e t s R e a l i s t i c , A p p r o p r i a t e Goals 2 4.26 Knowledge o f Language A r t s 2 4.26 Knowledge o f Academics 2 4.26 Supportive, 2 4.26 D e s i r e s t o Work w i t h t h i s Age 2 4.26 Understands N u t r i t i o n 2 4.26 Knowledge o f S o c i a l 2 4.26 2 4.26 Knows How t o L i s t e n A b i l i t y t o D ia gno se S p e c i a l Interested Studies K indergarten S tu d e n t Teaching 132 T a b l e 4 . 3 5 shows t h e c om p a r is o n o f r e s p o n s e s a b o u t c o m p e t e n c i e s a k i n d e r g a r t e n t e a c h e r must have t o f u n c t i o n most e f f e c t i v e l y in a k i n d e r g a r t e n c l a s s r o o m by r a n k and p e r c e n t a g e . Considering a ll com­ p e t e n c i e s f e l t most i m p o r t a n t by Michi ga n and I n d i a n a l i c e n s e / e n d o r s e m e n t k i n d e r g a r t e n t e a c h e r s , bo th f e l t t h e same r e g a r d i n g t h e t o p c o m p e t e n c y - - c h i I d growth and d e v e l o p m e n t . t h e two g r o u p s was o n l y 2.45%. The d i f f e r e n c e between The n e x t f o u r c o m p e t e n c i e s a p p e a r t o r e f l e c t some d i f f e r e n c e s , a l t h o u g h on an o v e r a l l r a n k i n g t h e y appeared in s i m i l a r o r d e r . P a t i e n c e showed a 9.22% d i f f e r e n c e : I n d i a n a had 42.55% r e s p o n d i n g , w h i l e Michigan had 33.33% r e s p o n d i n g . Love and a f f e c t i o n had a 21.69% d i f f e r e n c e : I n d i a n a had 44.68% r e s p o n d i n g , w h i l e M ich ig an had 22.99% r e s p o n d i n g . Being f l e x i b l e showed o n l y a 6.8% d i f f e r e n c e , w h i l e t h e compe­ t e n c y o f u n d e r s t a n d i n g r e v e a l e d a d i f f e r e n c e o f 14.5% as 34.U4% o f t h e I n d i a n a t e a c h e r s r e s p o n d e d and 19.54% o f t h e Michigan t e a c h e r s responded. Being c r e a t i v e and i n n o v a t i v e showed a l a r g e r d i f f e r e n c e . I n d i a n a r e s p o n d e d a t 27.66% and Michi gan a t 13.79%, which was a d i f f e r e n c e o f 13.88%, a b i t o v e r h a l f . Table 4.35 Comparison o f Responses About Competencies a K i n d e r g a r t e n T e a c h e r Must Have t o F u n c t i o n Most E f f e c t i v e l y i n a K i n d e r g a r t e n Cla ssr oom by Rank and P e r c e n t a g e _________________________________________________ Competency Ranking By I n d ia n a E d u c a to r s %of n (N=47) Ranking By Michigan Educators %of n ( N=87) Total Overal Rankin T o ta l %of n (N=134) U n d e r s ta n d s C h i l d Growth and Development 1 .5 44.68 1 4 7 .1 3 1 46.27 Patience 3 42.55 2 33 .3 3 2 3 6 .5 7 Love, A f f e c t i o n a t e 1.5 44.68 3.5 22.99 3 3 0 .6 0 Flexible 5 29 . 7 9 3.5 22.99 4 2 5 .3 7 Understanding 4 34 .0 4 6 19. 5 4 5 24 . 6 3 C reative, 6 27. 6 6 12 13 . 7 9 6 18 . 6 6 Innovative Knowledge o f T e a ch in g R e a d in g / Re a d in es s 18. 2 5 10 .6 4 5 20.69 8 15 .6 7 Meets I n d i v i d u a l Needs 10. 2 5 14 .8 9 7.3 16 .0 9 8 15.67 Communicates w i t h P a r e n t s 10 .2 5 14 .8 9 10.5 14 .9 4 9.5 14.93 Or g a n iz e d 14.25 12 .7 7 7.3 16 .0 9 9.5 14 . 9 3 Knowledge o f Math, S c i e n c e R e a d i n es s 14 .2 5 12. 7 7 10.5 14. 9 4 11 14.18 134 In T a b l e 4 . 3 6 , p e r s o n a l i t y t r a i t s Michigan k i n d e r g a r t e n t e a c h e r s and I n d i a n a k i n d e r g a r t e n t e a c h e r s w i t h I n d i a n a k i n d e r g a r t e n l i c e n s e s / e n d o r s e m e n t s f e e l make them s u i t e d t o t e a c h a t t h e k i n d e r g a r t e n l e v e l are rate d . Fi v e c h a r a c t e r i s t i c s were seen as b e i n g v e r y n e c e s s a r y : p a t i e n c e , l o v e , a f f e c t i o n , l i k e , and e n j o y k i d s showed a f r e q u e n c y o f 63 o r 47.01%. Having a s e n s e o f humor, s m i l i n g and happy were r e s p o n s e s from 33 t e a c h e r s , o r 24.63%. r e s p o n s e from 27 o r 20.15% t e a c h e r s . 17.16%. Personality t r a i t s High j o b commitment was a F l e x i b i l i t y was c i t e d by 23 or a r e n o t n e c e s s a r i l y t a u g h t ; t h e y seem t o come from w i t h i n an i n d i v i d u a l and show a r e s u l t o f h e r e d i t a r y and environmental f a c t o r s . T h e r e f o r e , c o l l e g e s and u n i v e r s i t i e s may need t o s e e k and d e v e l o p new ways t o en h a n ce t h e growth o f t h e s e personality t r a i t s . Many p e r s o n a l i t y t r a i t s were i d e n t i f i e d by f o u r o r f e w e r respondents. They a r e d e s c r i b e d in d e t a i l in T a b l e s 4 . 3 7 and 4 . 3 8 . 135 Table 4.36 P e r s o n a l i t y T r a i t s M ich ig an K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r ­ g a r t e n T e a c h e r s w i t h L i c e n s e s / E n d o r s e m e n t s Feel Make Them S u i t e d t o Teach a t t h e K i n d e r g a r t e n Level (11=134)__________________________________ Personality T ra it Fr e q u en c y o f Re sp ons e Percentage o f Educators Responding (%) P atience 63 47.01 Love, A f f e c t i o n , L i k e , Enjoy Kids 63 47.01 S e n s e o f Humor, S m i l e , Happy 33 24.63 High Job Commitment 27 20.15 Flexible 23 17 .1 6 Understanding 19 1 4 .1 8 Caring, 19 1 4 .1 8 15 11.19 Interested Kind, G e n t l e , T e n d e r , Warm, P l e a s a n t U n d e r s t a n d s C h i l d Growth an d Development C r e a t i v e , I n n o v a t i v e , A p p r e c i a t e s Such in Children Outgoing, E x tro v e r t, Great P e r s o n a l it y 15 14 14 1 1 .1 9 10.45 10. 45 Well P l a n n e d , O r g a n i z e d , Thorough 13 9.70 Communicates, R e l a t e s w i t h K i n d e r g a r t e n Child 12 8.96 E n e r g e t i c , On t h e Go, A l e r t 11 8.21 Calm, Even Temperament 11 8.21 High E x p e c t a t i o n s , Goals 11 8.21 L a i d Back, Easy Goi ng, Re la x ed 11 8.21 E nthusiastic 10 7.46 10 7 .4 6 10 7 .4 6 9 6.72 Allows f o r I n d i v i d u a l I n t e r e s t in D ifferences, F a i r , C o n s i s t e n t , Firm P o sitiv e A ttitu d e , O ptim istic Works Well w i t h V o l u n t e e r s , S t a f f , P a r e n t s 9 6.72 Mutual R e s p e c t , R a p p o r t 8 5.97 Good E d u c a t i o n a l 8 5.97 M otivator, N urturer 7 5. 2 2 Tolerant 7 5. 2 2 Background 136 T a b le 4 . 3 6 , c o n tin u e d ._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ C o n f i d e n t , I n s p i r e s , Can I n s t i l l P r i d e W i l l i n g t o L i s t e n , Always Time f o r Kids 7 7 5.22 5.22 Enjoys C h i l d Growth and Development 7 5.22 Keeps Up w i t h C u r r e n t Tr e nd s 7 5 .2 2 P r o v i d e a V a r i e t y o f Methods/Hands On Experiences 7 5.22 Human R e l a t i o n s S k i l l s 6 4.48 Structured 6 4.48 Being a P a r e n t 6 4.48 D iscipline 6 4.48 Q u i e t Sp e a k in g 5 3.73 P o s i t i v e S e l f Conce pt 5 3.73 Down t o E a r t h , a t Kids Level 5 3.73 Competent i n a C r i s i s 5 3.73 Kid -at H e a r t 5 3.73 Want Kids t o Have a Pos itive F i r s t E x p e r i e n c e w i t h School 5 3.73 137 T a b l e 4 . 3 7 r e v e a l s t h e p e r s o n a l i t y t r a i t s M ic hi ga n k i n d e r g a r t e n t e a c h e r s f e e l makes them s u i t e d t o t e a c h a t t h e k i n d e r g a r t e n l e v e l . The two most f r e q u e n t r e s p o n s e s were 42 r e g a r d i n g l o v e , a f f e c t i o n , l i k e , and e n j o y c h i l d r e n a t 48.28% and p a t i e n c e w i t h a r e s p o n s e o f 40 o r 58.98%. The p e r c e p t i o n o f p e r s o n a l i t y t r a i t s showed a wide r a n g e . Th e re were 68 d i f f e r e n t t r a i t s m en t io n e d by Michigan k i n d e r g a r t e n t e a c h e r s . S e v e r a l p e r s o n a l i t y t r a i t s were i d e n t i f i e d by one (1.15%) M ich ig an r e s p o n d e n t . They i n c l u d e d down t o e a r t h , a t k i d s ' h o n e st, s in c e r e , dependable; b e l i e f t h a t a l l level; can l e a r n ; s p o n t a n e o u s , adventurous n a tu r e ; s u p p o r t i v e ; musical s k i l l s ; b e lie f th a t school/ l e a r n i n g i s f u n ; p e r s e v e r e ; good u n i v e r s i t y r o l e m o d e l s ; c o n c e r n e d a b o u t c h i l d a b u s e ; good h e a l t h ; e x p e r i e n c e a t o t h e r g r a d e l e v e l s ; a l e r t ; many i n t e r e s t s and h o b b i e s ; l i k e t o s e e c h i l d r e n happy and successful; tru stin g ; and AV knowledge. Th re e i n d i v i d u a l s made comments u n r e l a t e d t o p e r s o n a l i t y t r a i t s . Si x i n d i v i d u a l s d i d n o t r e s p o n d t o t h e s u r v e y q u e s t i o n a b o u t p e r ­ sonality t r a i t s . 138 Table 4.37 P e r s o n a l i t y T r a i t s M ic hi ga n K i n d e r g a r t e n T e a c h e r s Feel Make Them S u i t e d t o Teach a t t h e K i n d e r g a r t e n Level (N=87)_____________________ Fr e q u en c y o f Response Personality T ra it Percentage o f Educators Respond ing (%) Love, A f f e c t i o n , L i k e , Enjoy Kids 42 48.28 Patience 40 45.98 S e n s e o f Humor, S m i l e , Happy 22 25.29 High J o b Commitment 19 2 1 .8 4 Flexible 15 1 7 .2 4 14 1 6 .0 9 13 1 4 .9 4 Understanding 9 1 0 .3 4 High E x p e c t a t i o n s , Goals 9 1 0 .3 4 Communicates, R e l a t e s w i t h K i n d e r g a r t e n Chi 1d r e n 9 1 0 .3 4 Well P l a n n e d , O r g a n i z e d , Thorough 9 1 0 .3 4 Calm, Even Temperament 8 9.20 C r e a t i v e , I n n o v a t i v e , A p p r e c i a t e s Same in C hildren 8 9.20 Allows f o r I n d i v i d u a l I n t e r e s t in 8 9.20 U n d e r s t a n d s C h i l d Growth and Development 8 9.20 F a i r , C o n s i s t e n t , Firm 8 9.20 Parents; 8 9.20 E n e r g e t i c , On t h e Go, A l e r t 7 8.05 La i d Back, Easy Goi ng , R e l a x ed 7 8.05 Outgoing, E x tro v e r t, Great P e r s o n a l it y 6 6.90 E nthusiastic 5 5.75 Q u i e t Sp e a k in g 5 5.75 Mutual R e s p e c t , R a p p o r t 5 5.75 P r o v i d e a V a r i e t y o f Methods/Hands On Ex pe ri e n c e s 5 5.75 P o sitiv e A ttitu d e , O ptim istic 4 4.66 P o s i t i v e S e l f C on ce pt 4 4.66 C aring, Interested Kind, G e n t l e , T e n d e r , Warm, P l e a s a n t D ifferences, Works Well w i t h V o l u n t e e r s , S t a f f , 139 T a b le 4 . 3 7 , c o n tin u e d . Keeps Up w i t h C u r r e n t Tr en ds 4 4.60 Being a P a r e n t 4 4.60 Competent i n a C r i s i s 4 4.60 Competent i n a S p e c i f i c S u b j e c t Area 4 4.60 Kid a t H e a r t 4 4.60 M otivator, Nurturer 3 3 .4 5 Tolerant 3 3 .4 5 W i l l i n g t o L i s t e n , Always Time f o r Kids 3 3 .4 5 Enjoys C h i l d Growth and Development 3 3 .4 5 D iscipline 3 3.45 Friendly 2 2.30 S e n s i t i v e , C o m p a s si o n a te 2 2.30 2 2.30 Knowledge o f Norms 2 2.30 Human R e l a t i o n s S k i l l s 2 2.30 A b i l i t y t o Give P r a i s e 2 2.30 Structured 2 2.30 Can Learn From O t h e r s 2 2.30 Love f o r A r t A c t i v i t i e s 2 2.30 E ffective 2 2.30 Involved in K indergarten A c t i v i t i e s 2 2.30 Good E d u c a t i o n a l Background 2 2.30 Good C o l l e a g u e s , P r i n c i p a l 2 2.30 T r e a t C h i l d r e n Li ke My Own 2 2.30 Want Kids t o Have a P o s i t i v e F i r s t E x p e r i e n c e w i t h School 2 2.30 C o n f i d e n t , I n s p i r e s , Can I n s t i l l Pride 140 P ersonality t r a i t s Indiana te a c h e rs with Indiana k in d erg arten l i c e n s e s / e n d o r s e m e n t f e e l make them s u i t e d t o t e a c h a t t h e k i n d e r ­ g a r t e n l e v e l a r e p r e s e n t e d in T a b l e 4 . 3 8 . Responses by 23 r e s p o n d e n t s o r 48.94% s a i d p a t i e n c e was most important. Love, a f f e c t i o n , and e n j o y i n g c h i l d r e n were r e s p o n s e s from 29 r e s p o n d e n t s o r 44.68%. A s e n s e o f humor, s m i l e , and happy showed t h e t h i r d h i g h e s t r e s p o n s e r a t e , 23.40%. in f o u r t h w i t h 10 r e s p o n s e s o r 21.28%. U n d e r s t a n d i n g came Several p e r s o n a l it y t r a i t s were l i s t e d , and t h e p e r c e n t a g e s r a n g e d from 4 8 . 9 4 t o 4.26%. P ersonality t r a i t s birth. seem t o be i n c o n t i n u o u s d e v e l o p m e n t from They a r e n o t s o m e th in g one e a s i l y l e a r n s from a c o u r s e i n c o lle g e or a t a u n iv e r s ity . S e v e r a l p e r s o n a l i t y t r a i t s were i d e n t i f i e d by one (2.13%) I n d i a n a r e s p o n d e n t , i n c l u d i n g p o s i t i v e s e l f c o n c e p t ; s e n s i t i v e , com­ p a s s i o n a t e ; h o n e s t , s i n c e r e , d e p e n d a b l e ; knowledge o f norms; b e l i e f th at all can l e a r n ; m u s i c a l s k i l l s ; p e r s e v e r e ; good u n i v e r s i t y r o l e m o d e l s ; works wel l w i t h v o l u n t e e r s ; s t a f f , p a r e n t s ; c o m p e t e n t i n a crisis; c r a z y ; kid a t h e a r t ; to o ffe r; in c o n t r o l o f t h e c l a s s r o o m ; have a l o t b e l i e v e c h i l d r e n a r e b u i l d i n g b l o c k s f o r s o c i e t y ; and a t e a s e w i t h t h i s age l e v e l . One i n d i v i d u a l made comments u n r e l a t e d t o p e r s o n a l i t y t r a i t s . Two i n d i v i d u a l s d i d n o t r e s p o n d t o s u r v e y q u e s t i o n s a b o u t p e r s o n a l i t y traits. 141 Table 4.38 P e r s o n a l it y T r a i t s Indiana K indergarten Teachers with Indiana Kinder­ g a r t e n L i c e n s e s / E n d o r s e m e n t s Feel Make Them S u i t e d t o Teach a t t h e K i n d e r g a r t e n Level (H= 47)__________________________________________________ Fr e q u en c y o f Response P ersonality T ra it Percentage o f Educators Responding {%) Patience 23 4 8 .9 4 Love, A f f e c t i o n , L i k e , Enjoy Kids 21 44.68 Se ns e o f Humor, S m i l e , Happy 11 23 .4 0 Understanding 10 2 1 .2 8 Flexible 8 17 .02 Outgoing, E x tro v e r t, Great P e r s o n a l it y 8 17 ,0 2 High Job Commitment 8 17 .0 2 U n d e r s t a n d s C h i l d Growth and Development 7 14 .8 9 C r e a t i v e , i n n o v a t i v e , A p p r e c i a t e s Same i n Children 6 1 2 .7 7 Good E d u c a t i o n a l Background 6 12 .7 7 E nthusiastic 5 10 .6 4 Caring, 5 1 0 .6 4 5 1 0 .6 4 5 10.64 E n e r g e t i c , On t h e Go, A l e r t 4 8.51 Down t o E a r t h , a t Kids Level 4 8.51 M otivator, N urturer 4 8.51 Tolerant 4 8.51 W i l l i n g t o L i s t e n , Always Time f o r Kids 4 8.51 Human R e l a t i o n s S k i l l s 4 8.51 Enjoys C h i l d Growth and Development 4 8,51 Structured 4 8.51 Lai d Back, Easy Goi ng, Re la x ed 4 8.51 Well P l a n n e d , O r g a n i z e d , Thorough 4 8.51 Calm, Even Temperament 3 6.38 Communicates, R e l a t e s w i t h K i n d e r g a r t e n Children 3 6.38 Interested P o sitiv e A ttitu d e, O ptim istic C o n f i d e n t , I n s p i r e s , Can I n s t i l l Pride 142 T a b le 4 . 3 8 , c o n tin u e d .__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Mutual R e s p e c t , R a p p o r t 3 6.38 Keeps Up w i t h C u r r e n t T r e n d s 3 6.38 D iscipline 3 6.38 Want Kids t o Have a P o s i t i v e F i r s t E x p e r i e n c e w i t h School 3 6.38 Kind, G e n t l e , T e n d e r , Warm, P l e a s a n t 2 4.26 High E x p e c t a t i o n s , Goals 2 4.26 Friendly 2 4.26 2 4.26 F a i r , C o n s i s t e n t , Firm 2 4.26 S p o n t a n e o u s , A d v e n t u ro u s N a t u r e 2 4.26 B e l i e f t h a t S c h o o l / L e a r n i n g i s Fun 2 4.26 Involved in K indergarten A c t i v i t i e s 2 4.26 Being a P a r e n t 2 4.26 P r o v i d e a V a r i e t y o f Methods/Hands On Experiences 2 4.26 Allows f o r I n d i v i d u a l I n t e r e s t in D ifferences, 143 The c om pa ris on o f r e s p o n s e s a b o u t p e r s o n a l i t y t r a i t s f e l t t o make Michi gan k i n d e r g a r t e n t e a c h e r s and I n d i a n a k i n d e r g a r t e n t e a c h e r s *' i t h Indiana k in d erg arten lic e n ses/en d o rse m e n t s u ite d to teach a t the kindergarten level i s shown in T a b l e 4 . 3 9 . The p e r s o n a l i t y t r a i t s perception. i n b o t h g r o u p s show a g r e a t s i m i l a r i t y o f In t h e combined l i s t o f s e v e n , t h e r e i s no s i g n i f i c a n t d i f f e r e n c e among t h e p e r c e n t a g e s o f t h e two p o p u l a t i o n s r e s p o n d i n g to each. Table 4.39 Comparison o f Res ponses a b o u t P e r s o n a l i t y T r a i t s F e l t t o Make M i c h i ­ gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t s S u i t e d t o Teach a t t h e K i n d e r g a r t e n Level 2 45.98 1 .5 47.01 2 44.68 1 48.28 1 .5 47.01 Se n s e o f humor, s m i l e , happy 3 23.40 3 25.29 3 24 .6 3 High j o b commitment 6. 3 17.02 4 21.84 4 20. 15 Flexible 5.3 17 .0 2 5 17 .2 4 5 17 .16 Understanding 4 21.28 8.25 10.34 6.5 1 4 .1 8 6 6.5 14.18 Love, a f f e c t i o n , enjoy kids Total Overal1 Ranking 48.94 Patience (N = 87) Rank by Michigan Educators 1 Personality T raits °i of N Rank by Indiana Educators O^ S'S CO t'Z <34— II O ''Si ^ fO H -M OZ 1— ' lik e, Caring, i n t e r e s t e d 11 .2 5 10 . 6 4 16 .09 144 T a b l e 4 . 4 0 p r e s e n t s t h e mean and s t a n d a r d d e v i a t i o n s o f k i n d e r ­ garten teach ers' r e s p o n s e s t o each s u r v e y i t e m d e a l i n g w i t h impor ­ t a n c e , u s e , and p r e p a r a t i o n . Each i te m was a s s i g n e d t o one o f s i x g e n e r a l competency a r e a s , and t h e s e a r e a s w i l l be d i s c u s s e d l a t e r in g r e a t e r d e t a i 1. Table 4.40 Mean and S t a n d a r d D e v i a t i o n s o f Michigan K i n d e r g a r t e n T e a c h e r s and Indiana K indergarten Teachers with Indiana K indergarten L ic en se s/ Endor seme nt A t t i t u d e s and P e r c e p t i o n s C on c e rn in g I m p o r t a n c e , I m p l e ­ m e n t a t i o n , and Use o f Comp eten cies Im p o r ta n c e Su rv e y Item Implementation Preparation Mean SD Mean SD Mean SD 1. Have a l e a r n i n g c e n t e r to use? 3.448 .632 3.265 .790 2.626 1 .0 18 2. Use m a s t e r y l e a r n i n g ? 3.328 .648 3 .4 0 7 .625 2 .4 4 8 .856 3. Use f l e x i b l e g r o u p i n g according to a b i l i t y ? 3.412 .722 3.321 .757 2.6 52 .865 4. Use f l e x i b l e g r o u p i n g according to i n t e r e s t ? 3 .0 1 5 .710 2. 8 3 3 .773 2 .4 0 9 .882 5. Use a v a r i e t y o f teaching s t r a t e g i e s ? 3.955 .242 3 .8 2 7 .380 3.120 .808 6. Use a v a r i e t y o f a u d i o and v i s u a l m aterials? 3.720 .451 3 .6 2 4 .502 3 .1 2 8 .856 7. P r o v i d e o p p o r t u n i ­ t i e s f o r an i n d i v i d u a l s t u d e n t t o make c h o i c e s in th e classroom ? 3.639 .513 3 .5 1 5 .585 2 .9 4 0 .916 8. P r o v i d e o p p o r t u n i t i e s f o r gr ou p work i n the classroom? 3.709 .472 3.614 .588 3 .0 2 3 .836 9. P o s i t i v e l y r e i n f o r c e a l l s tu d e n ts in c l a s s ? 3.985 .122 3.873 .356 3.381 .764 145 10. Engage t h e u s e o f s u p p o rt s t a f f to help stu d e n ts? 3.594 .523 3.331 .660 2 .4 7 4 .926 11. P r e s e n t c o n c e p t s a t varying lev e ls? 3.669 .518 3.394 .602 2.642 .817 12. I n v o l v e p a r e n t s in developing a y e a rly plan f o r a c la s s ? 2.638 .807 2 .2 8 5 .966 1 .7 62 .922 13. Use p a r e n t s as classroom aides? 3.104 .816 2.917 .970 1 .9 47 .956 2 .9 9 2 .818 2.538 .936 1.863 .926 3.119 .776 2.835 .845 1.9 10 .969 In teg rate into in ­ s tr u c tio n the c u l­ t u r a l e n v i r o n m e n t of s t u d e n t s ( u s e examples f rom many r a c e s , s o c i o ­ economic g r o u p s , e t c . ) ? 3.396 .649 3 .0 9 0 .780 2 .4 1 0 1 .0 28 17. Avoid showing f a v o r ­ i t i s m to w a rd s s t u d e n t s ? 3 .9 6 2 .191 3.784 .523 2 .7 4 6 1.081 18. Avoid l a b e l i n g students? 3.851 .378 3 .7 6 9 .504 2.918 .950 19. Seek p e r s o n a l knowl­ ed ge a b o u t s t u d e n t s ? 3.739 .489 3.664 .519 2.644 .950 20. Give i n d i v i d u a l a t t e n ­ tio n to students o u t­ s id e o f classroom? 3.098 .818 2 .9 2 5 .855 2.045 .972 21. Work t o promo te p o s i ­ t i v e r e l a t i o n s between t e a c h e r and p a r e n t s ? 3.947 .265 3.873 .334 2.841 1. 018 22. R e c o g n i z e symptoms o f m ent al i l l n e s s which may i n d i c a t e t h e need fo r r e f e r r a l of a s tu ­ dent to others? 3.857 .479 3.556 .668 2.470 1. 066 14. Involve p a re n ts in p l a n n i n g ways t o communicate p u p i l progress? 15. Seek p a r e n t a l f e e d ­ back t o a s s e s s s t r a t e g i e s and pr og ram s? 16. 146 23. Know p r o c e d u r e s f o r d e a lin g with a v a r i e t y o f s c h o o l day emer­ gencies? 3.866 .342 3.746 .501 2.239 1.035 3.507 .622 3.299 .756 2.485 .915 25. Ar ra n ge t h e c l a s s r o o m to allow c h ild r e n to move e a s i l y a b o u t ? 3.918 .276 3 .9 2 5 .264 3.097 .941 26. P l a n f o r p h y s i c a l ment d u r i n g c l a s s allow f o r muscle a t i o n and s h i f t s body p o s i t i o n ? 3 .9 4 0 .238 3.851 .378 3.157 .883 27. A r r a n g e f o r f u r n i t u r e conducive to comfort o f s m a ll c h i l d r e n ? 3.933 .280 3.910 .312 2.978 .992 28. P r a i s e c h i l d r e n pu b 1i c l y ? 3.866 .342 3 .8 5 0 .359 3.221 .862 29. P un is h c h i l d r e n privately? 3.631 .572 3.531 .639 2 .9 6 9 .988 30. Give c h i l d r e n t h e o p p o r t u n i t y t o assume resp o n sib ilities for so m e t h in g o t h e r t h a n a c ad e m ic p r o g r e s s (wipe t a b l e s ; p u t paste, sc isso rs, c r a y o n s away)? 3.914 .281 3.890 .383 3.000 .959 31. Promote p o s i t i v e f u n c ­ tioning of children and a d u l t s i n a group? 3.636 .556 3.531 .661 2 .7 0 5 1.011 32. B u i l d p o s i t i v e s e l f concept through a f o c u s on e ach c h i l d ' s strengths? 3.918 .276 3 .8 0 6 .397 3.164 .894 33. P r e p a r e d a i l y w r i t ­ ten lesson plans? 3.731 .590 3.784 .567 3.276 .826 24. I d e n t i f y and u s e o t h e r ed u c atio n a l personnel in t h e i n s t r u c t i o n a l process (te a c h e r s , adm inistrators)? move to relax in 147 34. S t a t e o b j e c t i v e s c le a r ly to learn ers? 3. 5 8 2 .675 3.519 .681 2.937 .941 35. E v a l u a t e t h e e f f e c ­ tiv e n e s s of i n s t r u c ­ t i o n in a r e g u l a r , s y s t e m a t i c way d a i l y ? 3.571 .554 3.368 .657 2 .8 8 6 .962 36. A r r a n g e a c t i v i t i e s which pro mote e f f e c ­ t i v e p a t t e r n s o f com­ m u n i c a t i o n among kindergarten children? 3.795 .441 3. 6 4 7 .553 2.915 .968 37. Design and implement i n s t r u c t i o n which i n ­ c o r p o r a t e s c a r e e r e du ­ c a tio n concepts? 3.061 .663 3.008 .680 2.425 1.012 38. Teach r e a d i n g s k i l l s ? 3.692 .621 3.748 .501 2 .9 6 2 .988 39. Teach body a w a r e n e s s , s p a c e , and q u a l i t i e s o f movement? 3.857 .351 3.7 9 7 .440 3.023 .953 40. Modify i n s t r u c t i o n d u r i n g a l e s s o n b as ed on i n p u t from s t u d e n t s ? 3 .8 4 3 .385 3 .7 4 6 .470 2.784 .961 41. Be a s u b j e c t m a t t e r s p e c i a l i s t in a t l e a s t one a c ade m ic discipline? 2.931 .818 3.141 .801 2 .6 43 .967 42. be a s u b j e c t m a t t e r s p e c i a l i s t in a t l e a s t two o r more a c ade m ic d i s c i p l i n e s ? 2 .7 9 8 .860 2.961 .864 2.548 .943 43. Be o b s e r v e d r e g u ­ l a r l y by p e e r s t o analyze p ro fe s s io n a l effectiveness? 2 .8 8 6 .871 2 . 5 4 5 1.052 2.164 1.070 148 T a b l e 4.41 lists t e a c h e r r e s p o n s e s t o it e m s i n t e n d e d t o r e f l e c t an u n d e r s t a n d i n g o f t h e a r e a o f i n t e l l e c t u a l garten child. The r e s p o n s e s l i s t e d growth o f t h e k i n d e r ­ i n T a b l e 4.41 r e v e a l s t r o n g s u p ­ p o r t f o r t h e i m p o r t a n c e o f e ach i t e m d e s i g n e d t o r e f l e c t t h i s compe­ tency. For each item a p p r o x i m a t e l y 85% i n d i c a t e d i t t o be "somewhat" o r " e x t r e m e l y " i m p o r t a n t ( # 1 , y7%; # 2 , 85.1%; # 3 , 87.3%; # 4 , 77.6%; #11, 97.1%; #38 , 91.8%). The r e s p o n s e s a l s o r e f l e c t t h e e x t e n t t o which t h e y p e r c e i v e d t h e y implemented each competency in t h e a r e a . I m p l e m e n t a t i o n was to a s l i g h t l y l e s s e r degree than importance. The e x t e n t t o which t e a c h e r s p e r c e i v e d p r e p a r a t i o n f o r d e a l i n g w i t h t h e competency was a b o u t 53% o f t h o s e i n d i c a t i n g " e x c e l l e n t p r e p a r a t i o n " o r "some p r e p a r a t i o n . " The r e s p o n s e o f " l i t t l e prepara­ t i o n " was g i v e n by a p p r o x i m a t e l y o n e - f o u r t h o f t h e s u r v e y p o p u l a t i o n ( # 1 , 23.9%; # 2 , 24.6%; # 3 , 23.9%; # 4 , 37.3%; # 1 1 , 32.8%; #38 , 20 .1% ). The r e s p o n s e s in t h e c a t e g o r y o f "no p r e p a r a t i o n " were r e l a t i v e l y low ( # 1 , 17.2%; # 2 , 16.4%; # 3 , 11.9%; #4 , 15.7%; #1 1 , 8.2%; #38 , 9. 7 % ). In t h e competency a r e a r e l a t e d t o t h e i n t e l l e c t u a l gro wth o f a k i n d e r g a r t e n c h i l d , k i n d e r g a r t e n t e a c h e r s seem t o be s a y i n g t h a t competencies are a l l somewhat t o e x t r e m e l y i m p o r t a n t , t h e y i m p l e ­ mented them, some o r m o st o f t h e t i m e , and t h e y were a d e q u a t e l y p r e ­ p a r e d by t h e i r c o l l e g e s o r u n i v e r s i t i e s t o work i n t h i s a r e a . T ab le 4.41 General K in d e rg a rte n Teacher Competency Area and Survey Items R e la te d to I n t e l l e c t u a l Growth Competency Area: I n t e l l e c t u a l Growth o f t h e K i n d e r g a r t e n C h i l d Im po rta nc e O ~h (Numbers r e p r e s e n t p e r c e n t a g e s %.) 2 O c+ *—< 3 TD O -s c+ CU 3 Survey Q u e s t i ons : Have a l e a r n i n g c e n t e r t o use? c+ r~ __j, ch r+ —1 fD 3 ~o o -s r+ 0> 3 o CD C/1 O 3 fD s: zr o> c+ »—4 3 o 3 r i­ ot -a Implementation m X rt3 fD _ fD —« O *■+> ♦—4 CO 3 3 r t- m X o fD r~ i. V O CO r t- 3 “0 O 3 rtG> 3 r t- Prepa r a t i o n za at fD < fD 3 3 fD j << o 3 fD <■+ i. 3 r* zr fD — —1 fD CO 3 fD Z2L O "O 3 fD *a at 3 Ot r+ CO Ct­ r l- O fD fD *U 3 fD U OJ 3 at 3 ~o _i fD 3 c+ OJ 3 "O 3 fD "O at 3 r f c+ 3 fD at at O 3 O 3 O 3 O 3 .7 5.2 42.5 51 .5 4.5 7.5 44.0 42.5 1 7 .2 23.9 35.1 21.6 Use m a s t e r y learning? 1.5 4.5 47.8 37.3 1.5 2.2 45.5 42.5 16.4 24.6 46.3 6.0 Use f l e x i b l e grouping according to a b i l i t y ? 1.5 9.0 35.1 5 2 .2 .7 14.9 34.3 47.8 11.9 23.9 49.3 13.4 Use f l e x i b l e grouping according to i n t e r e s t ? 1.5 19.4 5 3 .7 2 3 .9 4.5 25.4 50.7 17.9 15 .7 37.3 35.1 10.4 P re se n t concepts a t varying le v e ls ? 0 2.2 28.4 68.7 0 6.0 47.8 44.8 8.2 32 .8 45.5 13.4 1.5 3.7 17.9 73.9 0 3.0 18.7 76.1 9.7 20.1 32.1 35.8 Teach r e a d i n g skills? 150 Table 4.42 d e a ls with th e competencies r e l a t e d to the s o c ia l growth o f t h e k i n d e r g a r t e n c h i l d . The r e s p o n s e s showed s t r o n g s u p ­ p o r t f o r t h e i m p o r t a n c e o f b o t h it e m s d e s i g n e d t o r e f l e c t t h i s com­ petency a r e a . For b o t h it e m s a p p r o x i m a t e l y 95% i n d i c a t e d them t o be "somewhat" o r " e x t r e m e l y " important. At l e a s t 82.8% o f t h e t i m e , t e a c h e r s p e r c e i v e d t h e y "som eti mes " o r "most o f t h e t im e " integrated environment of s t u d e n t s . in to i n s t r u c t io n the c u ltu r a l At l e a s t 91.1% o f t h e t i m e , t e a c h e r s p e r ­ c e i v e d t h e y a r r a n g e d a c t i v i t i e s which promoted e f f e c t i v e p a t t e r n s of communication among t h e i r s t u d e n t s . A p p r o x i m a t e l y 56% o f t h e t e a c h e r s f e l t t h a t had " l i t t l e " p re p a ra tio n to i n t e g r a t e the c u l t u r a l environment. o r "no" A p p r o x i m a t e l y 65% f e l t t h e y had "some" t o " e x c e l l e n t " p r e p a r a t i o n f o r pr o m o t in g e f f e c ­ t i v e co mmunication p a t t e r n s . In t h e competency a r e a r e l a t e d to t h e s o c i a l growth o f t h e k i n d e r g a r t e n c h i l d , k i n d e r g a r t e n t e a c h e r s seemed t o be s a y i n g t h e c o m p e t e n c i e s wer e a l l somewhat t o e x t r e m e l y i m p o r t a n t , t h e y i m p l e ­ mented them some o r m o s t o f t h e t i m e , and t h e y were i n a d e q u a t e l y p r e p a r e d by t h e i r c o l l e g e s o r u n i v e r s i t i e s t o work in t h i s a r e a . Table 4.42 General K i n d e r g a r t e n T e a c h e r Competency Area and Survey Items R e l a t e d t o S o c i a l Growth Competency Area: S o c i a l Growth o f t h e K i n d e r g a r t e n C h i l d I m po r ta nc e Implementation Preparation (Numbers r e p r e s e n t p e r c e n t a g e s %>.) r- 7+ —* O r t CD t— i 16. I n t e g r a t e i n t o i n s t r u c t i o n the c u ltu ra l environ­ ment o f s t u d e n t s ( u s e examples from many r a c e s , s o c i o ­ economic g r o u p s , etc.)? 36. A r r an g e a c t i v i t i e s which promote e f f e c ­ tiv e patterns of communication among the kindergarten children? 3 zr ) —J << cd r f* i— i O 3 CO r t 0 O •—1 XJ o 3 3 o 3 “O o 3 ct CD 3 r t- r t CD 3 0 CD 3 <-+ CD 3 r t 3 r t PJ 3 ct 1.5 4.5 47.0 47.0 4.5 0 1.5 17.2 79.9 .7 x> r~ —i. r t c+ 3 3 o xj Sur vey Q u e s t i o n s : t—i X c+ 3 n> 70 o> 3 fD -z. a> < fD 3 c.n o 3 fD c+ • j. 3 fD CO - h r t 3* fD —i- 3 fD O fD ~o 3 fD X3 CD 3 CD r t —i. O 3 3 (D XI Cl) 3 (D rt —i. O 3 LO O 3 fD “O 3 fD XJ CD 3 CD r t O 3 Preparation :z o ro Exc ell en t o 12.7 52.2 3 0 .6 21.6 34.3 25.4 18.7 1.5 29.9 67.2 9.0 22.4 32.8 32.1 152 Working w i t h p a r e n t s o f k i n d e r g a r t e n c h i l d r e n i s t h e f o c u s of t h e competency a r e a l i s t e d in Table 4 .4 3 . Responses t o t h e f i v e it e m s d e s i g n e d t o r e f l e c t t h e i n t e n t o f th-is competency were c o l l e c ­ t i v e l y d i f f e r e n t from many o t h e r s i n t h i s s t u d y . R e ga r di ng t h e i n v o l v e m e n t o f p a r e n t s in a y e a r l y p l a n , 58.2% i n d i c a t e d i t was " e x t r e m e l y " o r "somewhat" i m p o r t a n t . t e n c y was o f " l i t t l e " T e a c h e r s f e e l i n g t h e compe­ o r "no" i m p o r t a n c e numbered 38.8%. Over 80% o f t h e r e s p o n d e n t s f e l t u s i n g p a r e n t s as c l a s s r o o m a i d e s was " e x t r e m e l y " o r "somewhat" i m p o r t a n t . Involving p a re n ts in planning ways t o communicate p u p i l p r o g r e s s , 75.4% f e l t t h e competency t o be " e x t r e m e l y " t o "somewhat" i m p o r t a n t . P a r e n t s were " r a r e l y " t o " n e v e r " i n v o l v e d i n d e v e l o p i n g a y e a r l y p l a n by 58.2% o f t h e t e a c h e r s . f e l t t h a t had " l i t t l e " Over t h r e e - f o u r t h s o f them (76.9%) o r "no" p r e p a r a t i o n f o r i n v o l v i n g p a r e n t s . A p p r o x i m a t e l y 68% o f t h e t e a c h e r s us ed p a r e n t s as c l a s s r o o m a i d e s ; "some" o r "most" o f t h e t i m e , ho wev er , n e a r l y 75% i n d i c a t e d " l i t t l e " o r "no" p r e p a r a t i o n i n t h i s a r e a . Over 50% i n d i c a t e d t h e y i n v o l v e d p a r e n t s i n p l a n n i n g ways t o communicate p u p i l p r o g r e s s and s o u g h t parental f e e d b a c k t o a s s e s s s t r a t e g i e s and programs "some" o r "most" of the tim e. Yet a l m o s t t h r e e - f o u r t h s i n d i c a t e d " l i t t l e " p r e p a r a t i o n in each o f t h e s e a r e a s . o r "no" An a r e a which t e a c h e r s i m p l e ­ mented "some" o r "most" o f t h e t im e (100%) and f e l t "some" t o " e x c e l ­ l e n t " p r e p a r a t i o n (64.1%) d e a l t w i t h working t o promote p o s i t i v e teacher-parent re la tio n s. In t h e competency a r e a r e l a t e d t o work ing w i t h p a r e n t s o f k i n ­ d e r g a r t e n c h i l d r e n , k i n d e r g a r t e n t e a c h e r s seemed t o be s a y i n g t h a t T a b le 4 . 4 3 General K in d e rg a rte n Teacher Competency Area and Survey Items R e la te d to Working w ith Parents Competency Are a: Working w i t h P a r e n t s o f t h e K i n d e r g a r t e n C h i l d Implementation I mp or tan ce zz 0 0 fD CD rt rt rt 3 fD 1 — r t 3 ~a 0 Survey Q u e s t i o n s : -s rt CD rs rt 3 T3 O -s rt CD 3 O fD 1—1 3 "O 0 -3 rt CD rs rt ct a fD “O “U —1 << 1—1 1—i rt 2 O o f rt CO O 1—1 CO 3 “CJ 0 -s rt CD 3 rt zz fD < (D CD -5 fD —1 x: fD 0 r t 3 (D rt fD ZT —1 3* fD LO __j. 3 fD CD -s fD ■a ID -s CD co o 3 fD ~s fD O CD 13 O 13 cu rt*. O 13 CD rt O rt — j. Preparation ZT r~ Exc e l l e nt —j X rn X rt “5 fD 3 —b (Numbers r e p r e s e n t p e r c e n t a g e s %.) Preparation 12. I n v o l v e p a r e n t s i n developing a y e a rly plan f o r a c l a s s ? 8.2 30 .6 46.3 11.9 23.1 35.1 26.9 11.9 49.3 27.6 1 4 .2 6. 0 13. Use p a r e n t s as classroom aid es? 4.5 14.9 46.3 34.3 9.7 21.6 35.1 3 2 .8 38.8 35.8 1 5 .7 9.0 14. I n v o l v e p a r e n t s i n p l a n n i n g ways t o commynicate pupil progress? 5.2 17.2 48.5 26.9 15.7 29.1 38.8 14.9 44.0 28.4 20.1 5.2 15. Seek p a r e n t a l f ee d b a c k t o a s s e s s s t r a t e g i e s and programs? 3.0 15.7 47.8 33.6 6.0 26.9 44.0 22.4 42.5 32.8 15.7 9.0 T a b le 4 . 4 3 , c o n tin u e d . Competency Area: Working w i t h P a r e n t s o f t h e K i n d e r g a r t e n C h i l d I mp or tan ce O r t ct O fD £ 3 r t 21. Work t o promote positive relations between t e a c h e r and p a r e n t s ? r t G> 13 O r t fD r t o O i— i 3 3 CD Survey Q u e s t i o n s : *< ~o o 3 2 : 3 xj o 3 -a o “5 3 r t r t CD 3 r t CD 3 3.7 94.8 2 fD < fD 3 ZX) CD 3 fD << GO O 3 fD r t __j. 3 fD 00 12.7 r t 3" fD X> 3 fD XJ CD 3 CD fD "a 3 (D U CD 3 CD —1 —i. r t —i. rt 3 fD O 3 O 3 87.3 12.7 _ j . 21.6 GO O 3 fD XJ 3 fD XJ CD 3 CD r t _ j. O 3 22.8 Preparation =3 o r— r t c1 3: o to — j fD r t XJ X r t 3 fD 3 fD Preparation Exc e l l e nt GO (Numbers r e p r e s e n t p e r c e n t a g e s %.) Implementation 31.3 155 t h e c o m p e t e n c i e s wa-e a l l somewhat t o e x t r e m e l y i m p o r t a n t , y e t t h e r e was no c o n s i s t e n t p a t t e r n o f i m p l e m e n t a t i o n . In mo st c a s e s t h e y f e l t t h e y were i n a d e q u a t e l y p r e p a r e d by t h e i r c o l l e g e s o r u n i v e r s i t i e s t o work in t h i s a r e a . T a b l e 4 . 4 4 shows r e s p o n s e s f o r t h e s i x it e m s d e s i g n e d t o r e p r e ­ s e n t t h e competency a r e a o f t h e e m o t i o n a l growth of a k i n d e r g a r t e n child. The d a t a which a r e p r e s e n t e d in T a b l e 4 . 4 4 i n d i c a t e n e a r l y 100% o f t h e r e s p o n d e n t s c o n s i d e r e d each item t o be "somewhat" t o " e x t r e m e l y " i m p o r t a n t and t h a t o n l y a t o t a l o f 3.6% f e l t t h e y were of "little" o r "no" i m p o r t a n c e . S i m i la r ly , the d ata in d ic a te the v a r i o u s it e m s were imp le m e nt e d "so m e tim es " t o "most o f t h e t i m e . " At l e a s t 80% o f t h e r e s p o n d e n t s implemented each competency "most o f t h e t im e " e x c e p t f o r p u n i s h i n g c h i l d r e n p r i v a t e l y . In t h i s c a s e , a l m o s t 90% o f t h e t e a c h e r s f e l t t h e y d i d "som eti mes " o r "most of the tim e." In t h e a r e a o f t e a c h e r p r e p a r a t i o n , v e r y few t e a c h e r s f e l t t h e y had "no" p r e p a r a t i o n ( # 9 , 22%; # 1 7 , 18.7%; #18, 9.0%; #28 , 3.7%; #29, 9.0%; #32 , 60%). "little" A p p r o x i m a t e l y o n e - h a l f f e l t t h e y had r e c e i v e d o r "some" p r e p a r a t i o n t o d e a l s p e c i f i c a l l y w i t h t h e compe­ t e n c y r e f l e c t e d i n e a ch i t e m ( # 9 , 44.7%; #17, 51.5%; #1 8, 59%; # 2 8, 48.5%; #29 , 50.8%; #3 2, 50 .7% ). However, o v e r o n e - h a l f o f t h e r e s p o n ­ d e n t s f e l t t h e y ha d " b e e n e x c e l l e n t l y p r e p a r e d t o p o s i t i v e l y r e i n f o r c e s tu d e n t s in c l a s s . Als o n e a r l y o n e - h a l f f e l t t h e y had been e x c e l ­ l e n t l y p r e p a r e d t o p r a i s e c h i l d r e n p u b l i c l y and f o c u s on t h e c h i l d ' s s tr e n g th s to b u ild a p o s i t i v e s e lf - c o n c e p t. General K in d e rg a rte n Teacher Competency Area and Survey Items R e la te d to Emotional Growth Competency Area: Emotional Growth o f th e K in d e rg a rte n C h ild Im p o rta nc e O "+> 1 — (Numbers r e p r e s e n t p e r c e n t a g e s %.) ZZL Survey Q u e s t i o n s : O r+ i— i 5 o -s ctfu 3 ct- rfct— » m ► —4 3 ~a o rf Q) 33 O fD C O o 3 fp s: =r C D c+ » — 4 3 T3 O r+ 33 c+ 9. P o s i t i v e l y r e ­ inforce all stu d en ts in c la s s ? 0 0 1.5 17. Avoid showing f a v o r i t i s m towa rds students? 0 0 3.7 18. Avoid l a b e l i n g students? 0 .7 13.4 28. P r a i s e c h i l d r e n publicly? 0 0 29. Pu ni sh c h i l d r e n pri v ate ly ? .7 2 .2 PrcparaLion Iinpl e m e n t a t i on r*n X c+ *3 fD 3 fD — j » — i 3 •a o -s c+ C D 3 3 I— ZZ fD < fD C+- 73 a> -s fD — • << C O o 3 fD c+ — i. 3 fD to O 00 rf O — h c+ rr fD — 1 — ». 3 fD —r O "U -s fD *o C D Q > C i- O 13 cf rf* fD a -s fD T3 C D -s C D r+ — i. O 13 co O 3 fD "O -s fD “O C D -s C D c + _ 1. O 33 .7 11.2 88.1 2.2 1 0 . 4 34 .4 4.5 10.4 84.3 18.7 1 7 . 9 33 .6 85.8 1.5 17.9 79.9 9.0 2 2 . 4 3 6 .6 13.4 86.6 0 14.9 84.3 3.7 1 6 . 4 32.1 29.1 64.9 5.2 32.1 57.5 9.0 20.9 29.9 97.8 95.5 T a b le 4 . 4 4 , c o n tin u e d . Competency Area: Emotional Growth o f t h e K i n d e r g a r t e n C h i l d I m po r ta nc e (Numbers r e p r e s e n t p e r c e n t a g e s %.) 1 •—« 3 t—i 3 XJ ~o o "S r tCD 3 r+ "S r f CD 13 O a> 0 0 o 32. B u i l d p o s i t i v e self-concept through a focus on e a ch c h i l d ' s strengths? r tc+ — n> 3 fD s: r r CD r t*-H 3 T3 O -s r t* CD 33 r+ 8.2 m X r t* -$ fD 3 fD —* << »—< 3 T3 O -s rt- 1— i. _ y: o CO o 3 rt* fD < fD -s 30 & -s fD —i *< 3 fD r+ —j . 3 fD m 91.8 0 0 19.4 cd r t* r f LO rt* 12 O O ~h XJ “3 fD •a cu rt3fD —I —i. 3 fD 80.6 CD rt—i. O 33 6.0 C/) o fD 3 fD “O "3 fD a ru -5 CD r t- “O -s fD -a CD ~s CD e+ O 33 O 3 Preparation r t* Survey Q u e s t i o n s : o _i. o GO r“ Preparation Ex ce lle nt O —h Imp!ementation 14.9 35.8 43.3 158 In t h e competency a r e a r e l a t e d t o t h e e m o t io n a l growth o f a k i n d e r g a r t e n c h i l d , k i n d e r g a r t e n t e a c h e r s seemed t o be s a y i n g t h e c o m p e t e n c i e s were a l l e x t r e m e l y i m p o r t a n t , t h e y imp lemented them some o r mo st o f t h e t i m e , and t h e y were a d e q u a t e l y p r e p a r e d by t h e i r colleges or u n i v e r s i t i e s In T a b l e 4 . 4 5 , t o work in t h i s a r e a . ite m s r e l a t i n g t o t h e p h y s i c a l growth of a k i n ­ d e rg a rte n c h ild are p rese n ted . T a b l e 4 .4 5 l i s t s te a c h e r responses to f i v e ite m s i n t e n d e d t o r e f l e c t t h a t competency a r e a . Item s 25, 2 6 , 27, 3 0 , and 39 a l l d e a l w i t h t h e p h y s i c a l movement o f a k i n d e r g a r t e n c h i l d and c o m f o r t when a r r a n g i n g f u r n i t u r e . The d a t a i n d i c a t e t h a t a p p r o x i m a t e l y 90% f e l t t h e c o m p e t e n c i e s were " e x t r e m e l y i m p o r t a n t " w h i l e o n l y a small p e r c e n t a g e f e l t each o f t h e f i v e i te m s was "some­ what i m p o r t a n t . " The d a t a a l s o i n d i c a t e t h a t o v e r 85% o f a l l teachers responding f e l t t h e y impl eme nted e ach competency "most o f t h e t i m e , " e x c e p t f o r t e a c h i n g body a w a r e n e s s and movement. 80% f e l t t h e y implemented t h i s the tim e." In t h i s c a s e , a p p r o x i m a t e l y i n t o k i n d e r g a r t e n programs "most o f Small p e r c e n t a g e s o f t e a c h e r s f e l t t h e y im plemented t h e c o m p e t e n c i e s "so m e tim es " w i t h few r e s p o n d i n g " r a r e l y . " In t h e a r e a o f t e a c h e r p r e p a r a t i o n , a p p r o x i m a t e l y 35% o r more o f t h e r e s p o n d e n t s i n d i c a t e d t h e y had e x c e l l e n t p r e p a r a t i o n i n t h e com­ p e t e n c i e s ; h o w e ve r , i n each co mp et en cy , o v e r 50% i n d i c a t e d "some" or "little" preparation. In t h e competency a r e a r e l a t e d t o t h e p h y s i c a l growth o f a k i n ­ d e r g a r t e n c h i l d , k i n d e r g a r t e n t e a c h e r s seemed t o be s a y i n g t h e com­ p e t e n c i e s were a l l e x t r e m e l y i m p o r t a n t . They im plemented them m o st o f Table 4.45 General K i n d e r g a r t e n T e a c h e r Competency Area and Survey Items R e l a t e d t o P h y s i c a l Growth Competency Area: P h y s ica l Growth o f th e K in d e rg a rte n C h ild Implementation I mp or tan ce O “+ > (Numbers r e p r e s e n t p e r c e n t a g e s %.) r t r t —j fD o r t ► —i i—i 3 -o o Survey Q u e s t i o n s : -5 r t PJ 3 rt 3 x> o 3 r t Q) 3 o fD CO o 3 fD £ zr QJ r t m X r t “5 fD 3 “5 r t QJ 3 rt* ~o 3 fD XJ o> *5 OJ r t _ j. 3 fD XJ DJ 3 DJ r t _j . O O O 3 3 3 O 2 O “O "j fD XJ Cu “5 PJ r t _ j. —h 3 r t X) “5 fD X> Qj 3 d> r t to r t CO 3 "O o fD —t fD 3 r t o fD —» << 3 xj o m X n fD r~ i—i 3 rt* P r e p a r a Lion fD < fD 3 70 D> 3 CD —» *< o 3 fD r t _ j. 3 fD to r t 3" fD —1 —i. 3 fD O r t r t __i fD CO o 3 3 25. A r r an g e t h e classroom to allow c h ild r e n t o move e a s i l y about? 0 8.2 91.8 7.5 92.5 6.0 2 1 .6 29.1 43.3 26. Pl a n f o r p h y s i c a l movement d u r i n g a c la s s to allow fo r muscl e r e l a x a t i o n and s h i f t s i n t h e body p o s i t i o n ? 0 6.0 94.0 13.4 85.8 3.7 20.9 31.3 44.0 27. Ar ra ng e f o r f u r n i ­ t u r e c o n d u c iv e t o t h e c o m f o r t o f small children? 0 5 .2 9 4 .0 7 .5 9 1 .8 1 0 .4 1 8 .7 3 3 .6 3 7 .3 cn <£> T a b le 4 . 4 5 , c o n tin u e d . Competency Area: P h y s i c a l Growth o f t h e K i n d e r g a r t e n Im p o rta nc e O ~b (Numbers r e p r e s e n t p e r c e n t a g e s %.) ct* r+ zz. o fD r t* i— i 3 "O o -s c+ pi Survey Q u e s t i o n s : i— i 3 -o o ct* “3 fD fD s: zr Pi rt* fD » —t *—< o “3 pi 3 O fD 3 rt- CO 3 3 "O r+ Implementation rri X o r~ rt* Pi 3 ci­ Child O CO r tO -h CO 3 r tPi 3 rt- ____ _______ m X o fD r~ r tc*t* 3 3 -a o ~s Preparation ZO ZZ. Pi fD < fD 3 fD ”3 << o 3 fD rf — 3 fD co r f zr fD -H 3 (D zz CO o 3 fD 3 rt* “O “5 fD o fD “U “3 fD "O Pi ~CJ “3 fD ~o PJ '3 Pi r t_j . “O "3 fD "O Pi O O 3 “5 P> r t•j. O 13 ______________ 3 fD Pi r f -o PJ -3 . ___ Pi rt* O 3 30. Give c h i l d r e n t h e opportuni ty to assume r e s p o n s i ­ b i l i t i e s f o r some­ th in g o th e r than academic p r o g r e s s ( wipe t a b l e s , p u t paste, sc isso rs, c r a y o n s away)? 0 0 8.2 87.3 0 2.2 6.0 86.6 9.0 1 6 .4 35.1 34 .3 39. Teach body aw a re ­ n e s s , s p a c e , and q u a l i t i e s o f move­ ment? 0 0 14.2 85.1 0 1.5 17.2 80.6 9.0 16.4 36.6 3 6 .6 161 t h e t i m e , and t h a t t h e y have had some b u t n o t e x c e l l e n t p r e p a r a t i o n by t h e i r c o l l e g e s and u n i v e r s i t i e s t o work i n t h i s a r e a . T a b l e 4 . 4 6 c o n c e r n s many c o m p e t e n c i e s i n t h e a r e a o f g e n e r a l k i n d e r g a r t e n t e a c h e r s k i l l s and a t t i t u d e s . The t a b l e shows t h a t 95.5% f e l t u s i n g a v a r i e t y o f t e a c h i n g s t r a t e g i e s was " e x t r e m e l y im­ portant" fo r kindergarten education. All t h e r e s p o n d i n g t e a c h e r s i n d i c a t e d t h e y u s e d a v a r i e t y "some tim es" o r "most o f t h e time" ( 1 00%). ( 8 2 .9 % ) . They a l s o i n d i c a t e d "some" t o " e x c e l l e n t " p r e p a r a t i o n It e m s i x d e a l i n g w i t h t h e u s e o f a v a r i e t y of a u d i o and v i s u a l m a t e r i a l s was s i m i l a r l y as i m p o r t a n t w i t h k i n d e r g a r t e n t e a c h ­ ers. The d a t a show t h a t 98.5% f e l t t h a t i t was " e x t r e m e l y " t o "some­ what" i m p o r t a n t as was i m p l e m e n t a t i o n from t e a c h e r s ( 9 8 .5 % ). f e l t t h e y had "some" t o " e x c e l l e n t ' ' p r e p a r a t i o n (7 9 .1 % ). f e l t t h e y had " l i t t l e " They About 20.1% o r "no" p r e p a r a t i o n . The d a t a p r e s e n t e d in t h e t a b l e show t h a t most k i n d e r g a r t e n t e a c h e r s s u p p o r t e d as "somewhat" t o " e x t r e m e l y " i m p o r t a n t t h e n o t i o n o f p r o v i d i n g o p p o r t u n i t i e s f o r s t u d e n t s t o make c h o i c e s and p r o v i d e o p p o r t u n i t i e s f o r g r o u p work i n t h e c l a s s s r o o m and t o be a b l e t o us e s u p p o r t s t a f f t o h e l p s t u d e n t s ( # 6 , 97.7%; # 7 , 97.7%; # 8 , 99.2%; # 1 0 , 9 7 .7 % ). Data a l s o show t e a c h e r s p r o v i d e d t h e s e o p p o r t u n i t i e s " som eti m es" o r "most o f t h e t i m e . " E d u c a t i o n a l p r e p a r a t i o n from t h e i r c o l l e g e s and u n i v e r s i t i e s p e r c e i v e d by t e a c h e r s as b e in g " e x c e l ­ l e n t " t o " o f some" h e l p . The f e e l i n g s o f r e s p o n d e n t s r e g a r d i n g t h e i r p r e p a r a t i o n t o u s e s u p p o r t s t a f f showed n e a r l y o n e - h a l f (46.3%) t o have " l i t t l e " o r "no" p r e p a r a t i o n . Co m pe ten cie s r e g a r d i n g p e r s o n a l knowlwedge a b o u t s t u d e n t s and g i v i n g i n d i v i d u a l a tte n tio n to students Table 4.46 General K i n d e r g a r t e n T e a c h e r Competency Area and Sur ve y Items R e l a t e d t o General T e a c h e r S k i l l s and A t t i t u d e s ____________________________________________________________ ______________ __ Competency Area: General K in d e rg a rte n T eacher S k i l l s and A t t it u d e s Im p o rta nc e Implementation Prepar a tio n m x (Numbers r e p r e s e n t p e r c e n t a g e s %.) r- o i 7+ r t- :z 2 —* O zr fD r t 3 3 ■a o -s rt Survey Q u e s t i o n s : - =2 O to r t 3 fD CU r tf —H X rt -3 fD I— I TD o ^ rt C U 3 o -s rt CU ^3 PJ =3 r t O fD ZJ r t *< O i— i 3 T3 O -5 r t Q ) Z3 r t CO o 70 CU fD < fD -s fD —i << 3 fD r t __i, 3 fD to -♦» rt zr fD — 1 _ i. 3 fD ZZi o ~o -s fD O r~ _j . r t r t —* (D 'O "S fD u o fD __ i CO o 3 fD fD r t "3 fD T3 -s “O “O CU CU -*$ Q J CU O ) CU r t _ j. r t r t r t O O =3 O O ZJ Z3 3 -s Cu fD CU ”5 5. Use a v a r i e t y o f teaching s t r a t e g i e s ? 0 .7 3.0 95.5 0 0 17.2 82.1 5.2 11.2 49.3 33.6 6. Use a v a r i e t y o f a u d i o and v i s u a l m aterials? 0 0 27.6 70.9 0 .7 35.8 62.7 5.2 14.9 41.0 38.1 7. P r o v i d e o p p o r ­ t u n i t i e s f o r an individual student t o make c h o i c e s i n the classroom? 0 1.5 32.8 64.9 0 4.5 39.6 56.0 6.0 26.9 34.3 32.8 8. P r o v i d e o p p o r t u n i t i e s f o r gr ou p work i n the classroom? 0 .7 27.6 71 .6 .7 3.0 29.9 64.9 4.5 19.4 43.3 3 0 .6 T ab le 4 .46, c o n tin u e d . Competency Area: General K in d e rg a rte n Teacher S k i l l s and A t t i t u d e s Im p l e m e n t a t i o n Importance I'repara t i o n m — b r_ (Numbers r e p r e s e n t p e r c e n t a g e s %.) —*• Z2L O rt* t-H 3 rt* r+ 1 — c d 1 — 1 3 C O O 3 C D s: ZJ' C D d* ► —i -s ct* C D 13 O C D 3 *a 0 -s c+ C D ZJ ct* 0 1.5 19. Seek p e r s o n a l know­ ledge about stu d e n ts? 0 ~a 0 -s ct* C D 13 C+ ■0 0 x m X rt* -s C D 3 C D :< 0 C O ct* ~i “O C D •a ID -3 C D C t- 3 C D 13 0 » — 4 3 “O C O 0 0 30 C D 12: 0 ~+ > c+ 3 C D r_t*. zr C D 3 C D C O — 1 . — 1 . c» rf C D 'U "S C D "O C D "5 C D rf O 13 O C D C O 0 3 C D ~o *"s C D T3 ID "3 C D ct* _1 C D ZJ ct* ~o “S C D C D -s C D rtO 13 -s rt* C D ZJ ct* C D < C D -s << 37.3 60.4 0 10.4 45.5 43.3 17.9 28.4 41.0 11.9 2.2 21.6 76.1 0 2.2 29.1 68.7 13.4 27.6 38.1 19.4 22. Re cognize symptoms o f mental i l l n e s s which may i n d i c a t e t h e need for referral of a student to other personnel? 1.5 .7 8.2 88.8 .7 7.5 26.9 64.2 21.6 30.6 24.6 2 1 .6 20. Give i n d i v i d u a l a t t e n t i o n to stu d en ts o u tsid e o f the c l a s s ­ room 6.0 1 0 .4 5 0 .0 32.1 4 .5 2 6 .9 4 0 .3 2 8 .4 35.1 35.1 20.1 9 .7 Survey Q u e s t i o n s : 10. Engage t h e us e o f su p p o rt s t a f f to help s tu d e n ts? j C D —1 _-J. 0 0 ZJ CT! GJ T a b le 4 . 4 6 , c o n tin u e d . Competency Area: General K in d e rg a rte n Teacher S k i l l s and A t t i t u d e s Im p o rta n c e (Numbers r e p r e s e n t p e r c e n t a g e s %. ) _j. rt ct Z o ► —< 3 ■o o -s 24. I d e n t i f y and use o th e r educational personnel in the in s tr u c tio n a l pro­ cess (te a ch e rs, adm inistrators)? 31. Promote p o s i t i v e functioning of c h i l d r e n and a d u l t s i n a gr ou p? rt -s 3 fD fD o to r t rt t— 4 3 -a o “5 d~ #— « 3 "O o -s GO O 3 fD 7J 2 fD < fD C U rt O —h r t rt fD Z O "O -s fD •a CU -s CU r t r t r t — * fD “O “5 fD “O CU -s CU rt GO O 3 fD “O -s fD -a cu -s cu rt 0 0 13.4 86.6 .7 .7 21.6 76.9 28.4 35.1 20.9 15.7 .7 4.5 38.1 56.7 .7 15.7 3 6 .6 47.0 13.4 40.3 30.6 1 5 .7 .7 1.5 3 0 .6 65.7 1.5 4.5 32.1 59.0 1 4 .2 24.6 32.8 2 4 .6 Cu zs 23. Know p r o c e d u r e s f o r dealing with a v a r i e t y o f school day e m e r g e n c i e s ? ► —i 3 "O o -5 rt CU 3 O fD rt Survey Q u e s t i o n s : i fD m X Preparation rt — GO O 3 fD £ ZT Q J Prepar a tio n Ex c e lle n t O ~h r_ Implementation cu ct CU ra Z3 ct ct — »• -s fD 3 fD to — * —1 r t — —j . _ j. 3 fD O O 3 33 13 O T a b le 4 . 4 6 , c o n tin u e d . Competency Are a: General K i n d e r g a r t e n T e a c h e r S k i l l s and A t t i t u d e s (Numbers r e p r e s e n t p e r c e n t a g e s %.) r“ _j . zz. o rt* ct* — fD 1 y—i 3 XJ o 3 ct* CD 3 Survey Q u e s t i o n s : ct* m X r t3 fD 3 fD — 1 — — i. 3 o in c+ j rt* t—i 3 XJ 3 XJ o o 3 ct* CU 3 -s r t- cu O 3 ct- fD i—i CO o 3 XJ o 3 ct* CU 3 ct* : 70 CU ZZ. fD 3 fD — < fD i << 3 3 fD rt* 3 fD in O -h d* 3 ’ fD —1 — 1 . 3 fD zz o XP “5 fD XJ cu 3 cu ct* CO rt* rt* o fD 3 fD ~o 3 XJ 3 (D 'O CU 3 cu fD XJ CU rt* ct* 3 cu O O O 3 3 3 Preparation ct- CO O 3 fD £ 3 * CU Ex ce lle nt O “ h Prepar a tio n I m p ! e m e n ta t io n I mp or tan ce 33. P r e p a r e d a i l y w ritte n lesson plans? 2. 2 .7 18.7 7 8 .4 1.5 3.0 11.2 84.3 2.2 17.2 31.3 49.3 34. S t a t e o b j e c t i v e s c l e a r l y to the learner? 1.5 6.0 25.4 67.2 .7 8.2 29.1 61.2 7.5 22.4 3 3 .6 31.3 3.0 36.6 59 .7 9.7 43.3 46.3 6.7 31.3 26.9 33.6 35. E v a l u a t e t h e e ffectiv en ess of i n s tr u c tio n in a reg u la r, system atic way d a i l y ? Table 4 . 4 6 , c o n tin u e d . Competency Area: General K i n d e r g a r t e n T e a c h e r S k i l l s and A t t i t u d e s Im p o rta nc e o “h (Numbers represent percentages %. ) £ z O rt 37. Design and implement i n s t r u c ­ t i o n which i n c o r ­ porates care e r education concepts? 40. Modify i n s t r u c ­ tio n during a l e s s o n b a s ed on i n p u t from students? <+ —1 (D o -5 ct a> 3 <~1' m 2.2 0 zr C U ct t— i 3 "2 o -s rt n» 3 O 3 -a Survey Q uestions: CO o 3 fl> X ► — * 3 “O o -5 rt C U 3 ft 11.9 .7 Im p ! e m e n ta t io n m x m X ct -s fD o 3 << 1 4 . 2 5.1 l/ l ct 2 O o "T3 “J fD T3 0) -s C U rt «j. O 3 "O -s CD “O C U CO o 3 61.9 22.4 O fD I— rt rt 2 fD XJ O -5 ct Ol 3 rt Preparation 3 rt 3“ CD CD "S CO o 3 n> “O -5 •3 fD C U -s cu rt 0) 3 rt -o -s CD “O C U -5 “5 r* Excellent “h (Numbers rep resen t percentages %. ) Preparation Imp!ementation 15.7 41.8 35.1 11.2 34.3 28.4 2 2 .4 6.7 17.2 44.8 26.9 11.9 36.6 2 7 .6 17.9 1 9 .4 2 9 .9 2 7 .6 23.1 3 4 .3 3 0 .6 1 9 .4 1 5 .7 168 o u t s i d e t h e c l a s s r o o m were r e g a r d e d as " e x t r e m e l y " t o "somewhat" - i m p o r t a n t ( # 1 9 , 97.7%; # 2 0 / 3 2 . 1 % ) . The d a t a i n d i c a t e d t h a t i n s e e k i n g p e r s o n a l knowledge a b o u t s t u d e n t s , t e a c h e r s im plemented i t "most o f t h e t im e " o r "som eti mes " (97.7%), and o n l y 2.2% f e l t t h e y d i d so " r a r e l y . " Yet o n l y 19.4% f e l t t h e i r c o l l e g e s o r u n i v e r s i t i e s gav e them " e x c e l l e n t " p r e p a r a t i o n , w h i l e 65.7% f e l t t h e y had "some" t o " l i t t l e " f e l t t h e y had "no" p r e p a r a t i o n . individual p r e p a r a t i o n , and 13.4% Ite m 20 d e a l i n g w i t h g i v i n g s t u d e n t s a t t e n t i o n o u t s i d e t h e c l a s s r o o m showed t h a t o n e - h a l f f e l t i t was "somewhat i m p o r t a n t " w h i l e 16.4% f e l t i t t o be o f "little" o r "no i m p o r t a n c e . " In i m p l e m e n t a t i o n o f t h e co mp et enc y, 28.4% f e l t t h e y d i d "most o f t h e t i m e , " w h i l e 6 7 . 2 f e l t t h e y d i d "som e tim es " o r " r a r e l y , " w i t h 4.5% f e e l i n g t h e y " n e v e r " implemented it. R e g a r d in g p r e p a r a t i o n from c o l l e g e s and u n i v e r s i t i e s , t h e y had " e x c e l l e n t " had " l i t t l e " 29.8% f e l t t o "some" p r e p a r a t i o n , w h i l e 70.2% f e l t t h e y or "none." For i t e m s r e l a t i n g t o d a i l y t e a c h e r t a s k s adn 4 0 ) , t h o s e r e s p o n d i n g f e l t t h a t a l l " e x t r e m e l y " t o "somewhat" i m p o r t a n t . in g symptoms o f m ent al ( # 2 2 , 2 3 , 3 1 , 3 3 , 34, s i x o f t h e c o m p e t e n c i e s were Thes e t a s k s i n c l u d e d r e c o g n i z ­ i l l n e s s , procedures f o r d e a lin g with a v a r i e t y o f sc h o o l day e m e r g e n c i e s , p o s i t i v e f u n c t i o n i n g o f c h i l d r e n and a d u l t s in a group, p re p a rin g d a i l y le s s o n p l a n s , s t a t i n g o b j e c t i v e s c l e a r l y t o l e a r n e r s , and m o d i f y i n g i n s t r u c t i o n d u r i n g a l e s s o n b as ed o n ' i n p u t from s t u d e n t s . The e x t e n t t o which t e a c h e r s f e l t t h e y im­ p l e m e n te d t h e s e c o m p e t e n c i e s e i t h e r "most" o r "some" o f t h e t im e was r e f l e c t e d by a t l e a s t 90%. T h i s r e s p o n s e was "somewhat" l e s s t h a n 169 t h e y s u p p o r t e d o r implemented r e g a r d i n g t h e c o l l e g e o r u n i v e r s i t y t r a i n i n g t h e y had r e c e i v e d . "little" About 55% f e l t t h e y had "some" t o p r e p a r a t i o n , and t h o s e f e e l i n g t h e y r e c e i v e d "no" p r e p a r a ­ t i o n r a n g e d from 2 . 2 t o 28.4%. For i te m 3 3 , p r e p a r i n g d a i l y l e s s o n p l a n s , 49.3% o f t h e t e a c h e r s f e l t t h e y had " e x c e l l e n t " p r e p a r a t i o n from t h e i r c o l l e g e s and u n i v e r s i t i e s . Other general kindergarten te a c h e r-re la te d s k i l l s include six ad d itio n al and a t t i t u d e s competencies with v a rio u s concerns. 24, i d e n t i f y i n g and u s i n g o t h e r e d u c a t i o n a l personnel For it e m in th e process ( t e a c h e r s , a d m i n i s t r a t o r s ) , and it e m 3 5 , e v a l u a t i n g t h e e f f e c t i v e n e s s of i n s t r u c t i o n i n a r e g u l a r s y s t e m a t i c way, o v e r o n e - h a l f o f t h e r e s p o n d i n g t e a c h e r s f e l t them t o be " e x t r e m e l y " i m p o r t a n t , and ov e r o n e - t h i r d f e l t them t o be "somewhat" i m p o r t a n t . In r e g a r d t o t h e i m p l e m e n t a t i o n o f t h e c o m p e t e n c i e s , f o r i t e m 2 4 , 83% f e l t t h e y d i d implement them m o st o f t h e t i m e ; and f o r i te m 35 , t e a c h e r s f e l t t h e y implemented t h e c o m p e t e n c i e s 89.6% o f t h e t i m e . Responding t e a c h e r s f e l t t h a t a b o u t 15.7% had " e x c e l l e n t " p r e p a r a t i o n , aid 70.9% f e l t t h e y had "some t o l i t t l e " preparation. In i t e m 3 5 , o n e - t h i r d o f t h e t e a c h e r s f e l t t h e y had " e x c e l l e n t " p r e p a r a t i o n , b u t t h e r e s p o n s e s a l s o showed o v e r o n e - h a l f f e l t t h e y had "some" t o " l i t t l e " tion. prepara­ For t h e competency o f i n s t r u c t i o n which i n c o r p o r a t e s c a r e e r e d u c a t i o n c o n c e p t s , o f t h e t e a c h e r s r e s p o n d i n g 84.3% f e l t i t was " e x t r e m e l y " t o "somewhat" i m p o r t a n t , and 81.3% f e l t t h e y implemented i t "most o f t h e t i m e " t o "som eti mes " i n t h e i r c l a s s r o o m s . to p re p a r a tio n , In r e g a r d 15.7% f e l t t h e y had " e x c e l l e n t " p r e p a r a t i o n , b u t 79.2% f e l t t h e y had "some" o r "no" p r e p a r a t i o n from t h e i r c o l l e g e s 170 and u n i v e r s i t i e s . I te m s 41 and 42 d e a l w i t h c o m p e t e n c i e s r e l a t e d t o s u b j e c t m a t t e r s p e c i a l i z a t i o n in one o r more a c ad e m ic d i s c i p l i n e s . In r e g a r d t o i m p o r t a n c e , a b o u t o n e - f o u r t h o f t h e r e s p o n d e n t s f e l t them t o be " e x t r e m e l y " i m p o r t a n t , b u t 68% f e l t them t o be o f "some" to " l i t t l e " importance. a c ade m ic d i s c i p l i n e ) Ite m 41 ( s u b j e c t m a t t e r s p e c i a l i s t in one was impl eme nted by o n e - t h i r d o f t h e t e a c h e r s r e s p o n d i n g , y e t o v e r o n e - h a l f f e l t t h e y imp lem en ted i t "some" t o "rarely." Item 42 ( b e i n g a s u b j e c t m a t t e r s p e c i a l i s t i n two o r t h r e e academic d i s c i p l i n e s ) showed 26.9% o f t h e t e a c h e r s im pl em en ted i t "most o f t h e t i m e , " w h i l e 81.4% o f t h e r e s p o n d e n t s impl eme nted i t "some o f t h e t im e " t o " n e v e r . " Item 43 r e l a t e d t o t e a c h e r s b e in g o b s e r v e d by p e e r s t o a n a l y z e p r o f e s s i o n a l e f f e c t i v e n e s s r e v e a l e d t h a t o n l y 23.1% f e l t t h a t i t was " e x t r e m e l y " i m p o r t a n t , w h i l e o v e r 75% f e l t i t t o be "somewhat i m p o r t a n t " o r " o f no i m p o r t a n c e . " The t e a c h ­ e r s r e s p o n d i n g f e l t t h a t 23.1% implemented i t "most o f t h e tim e" and t h a t 76.9% im pl em en ted i t " som eti m es" t o " n e v e r . " The p r e p a r a t i o n showed t h a t o n l y 15.7% had " e x c e l l e n t " p r e p a r a t i o n and 84.3% had "some" t o "no" p r e p a r a t i o n . One p u r p o s e o f t h i s s t u d y was t o a s s e s s t h e o v e r a l l a t t i t u d e s and p e r c e p t i o n s o f k i n d e r g a r t e n t e a c h e r s . A n o t h e r p u r p o s e was t o examine r e s p o n s e s o f k i n d e r g a r t e n t e a c h e r s w i t h s p e c i a l kindergarten c e r t i f i c a t i o n and r e s p o n s e s o f k i n d e r g a r t e n t e a c h e r s w i t h no s p e c i a l k i n d e r g a r t e n c e r t i f i c a t i o n and t o d e t e r m i n e w h e t h e r s i g n i f i c a n t d i f ­ ferences ex isted . all Data p r e s e n t e d t o t h i s p o i n t have d e a l t w i t h o v e r ­ as w e l l as s p e c i f i c M ich ig an and I n d i a n a a t t i t u d e s and p e r c e p ­ tions. Now s i g n i f i c a n t d i f f e r e n c e s w i l l be d i s c u s s e d . 171 To d e t e r m i n e w h e t h e r t h e r e s p o n s e s o f t h e s p e c i a l l y c e r t i f i e d I n d i a n a k i n d e r g a r t e n t e a c h e r s were s i g n i f i c a n t l y d i f f e r e n t from t h o s e o f t h e n o n - s p e c i a l l y c e r t i f i e d Michigan k i n d e r g a r t e n t e a c h e r s , two t e s t s were c o n d u c t e d on v a r i o u s s e t s o f d a t a . A univariate f - t e s t and a m u l t i v a r i a t e t e s t o f s i g n i f i c a n c e ( t h e Wilks Lambda) were u s e d . A s i g n i f i c a n c e l e v e l o f .05 was s e l e c t e d . c an ce h i g h e r t h a n Any l e v e l o f s i g n i f i ­ .05 s i g n i f i e d t h e r e was no s i g n i f i c a n t r e l a t i o n s h i p between t h e v a r i a b l e s b e in g compared. T a b l e 4 . 4 7 shows t h e r e s u l t s o f t h e c o m p a r is o n of I n d i a n a and Michigan t e a c h e r r e s p o n s e s in s i x g e n e r a l competency a r e a s r e l a t e d t o importance. For each o f t h e competency a r e a s , t h e s i g n i f i c a n c e o f f was g r e a t e r t h a n . 0 5 . T h e r e f o r e , t h e r e was no s i g n i f i c a n t d i f f e r e n c e between t h e r e s p o n s e s o f I n d i a n a l i c e n s e d / e n d o r s e d k i n d e r g a r t e n t e a c h e r s and t h o s e o f n o n - s p e c i a l i z e d Michi gan k i n d e r g a r t e n t e a c h e r s in any competency a r e a r e l a t e d t o i m p o r t a n c e . Table 4.47 U n i v a r i a t e F - t e s t w i t h 1 ,1 3 2 Degrees o f Freedom t o D e t e rm in e t h e E x t e n t t o Which T h e r e I s a S i g n i f i c a n t D i f f e r e n c e Between Respo ns es o f Michigan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s with Indiana K inde rga rte n Licenses/Endorsem ent R e l a t i v e to Importance o f Com pe tenc ies f o r K i n d e r g a r t e n T e a c h e r s Hypoth. MS Error MS S ignif. of F Importance--working with p aren ts .20604 .22006 .335 I m p o r t a n c e - - i n t e l l e c t u a l growth o f a child .42665 .16659 .112 I m p o r t a n c e - - s o c i a l gr ow th o f c h i l d .05913 .21467 .601 I m p o r t a n c e - - e m o t i o n a l gro wth o f c h i l d .00001 .05087 .989 I m p o r t a n c e - - p h y s i c a l gro wth o f c h i l d .06728 .06822 .322 Im portance--general te a c h e r s k i l l s and a t t i t u d e s .11111 .08115 .244 V ariable 172 T a b l e 4 . 4 8 shows t h e r e s u l t s o f combining t h e s i x competency areas l i s t e d in Table 4.47. The Wilks Lambda m u l t i v a r i a t e t e s t o f s i g n i f i c a n c e was us ed t o d e t e r m i n e w h e t h e r an o v e r a l l significant d i f f e r e n c e e x i s t e d between t h e r e s p o n s e s o f I n d i a n a and Michi gan k i n d e r g a r t e n t e a c h e r s r e g a r d i n g t h e e x t e n t t o which each competency area is f at im portant f o r k indergarten te a c h e rs . .740 was g r e a t e r t h a n . 0 5 . The s i g n i f i c a n c e o f T h e r e f o r e , t h e r e was no s i g n i f i c a n t d i f f e r e n c e between t h e s p e c i a l l y c e r t i f i e d and t h e n o n - s p e c i a l l y c e r t i f i e d te a c h e rs reg a rd in g importance of competencies. T est 4.48 M u l t i v a r i a t e T e s t o f S i g n i f i c a n c e t o D e t e rm in e t h e E x t e n t t o Which T he re I s a S i g n i f i c a n t D i f f e r e n c e Between Re s po ns e s o f Michi gan Kin­ d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t s R e l a t i v e t o I m p o r t a n c e o f Compe­ t e n c i e s f o r K indergarten Teachers Approx. F T e s t Name Wi 1ks-Lambda .58724 Hypoth. MS 6.00 Error MS Sign i f . of F 127 .740 T a b l e 4 . 4 9 shows t h e r e s u l t s o f t h e c o m p a r is o n o f I n d i a n a and M ich ig an t e a c h e r s ' r e s p o n s e s i n s i x g e n e r a l c o m p e te n c y a r e a s r e l a t e d to use. For each o f t h e s i x competency a r e a s , t h e s i g n i f i c a n c e of was g r e a t e r t h a n . 0 5 . T h e r e f o r e , t h e r e was no s i g n i f i c a n t d i f f e r e n c e be tween t h e r e s p o n s e s o f t h e I n d i a n a l i c e n s e d / e n d o r s e d t e a c h e r s t h a n t h o s e o f n o n - s p e c i a l i z e d M ich ig an k i n d e r g a r t e n t e a c h e r s i n any com­ petency area r e l a t e d to use. 173 Table 4.49 U n i v a r i a t e F - t e s t w i t h 1,1 3 2 Degrees o f Freedom t o D e t e r m in e t h e E x t e n t t o Which Th e re I s a S i g n i f i c a n t D i f f e r e n c e Between Res ponses o f M ich ig an K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t R e l a t i v e t o Use o f Co m p e n te nc ie s f o r K i n d e r g a r t e n T e a c h e r s Hypoth. M_S_ Error MS Signif of F Use— w or ki ng w i t h p a r e n t s .13187 .23659 .457 U se--intellectual .04161 .15411 .604 U s e - - s o c i a l growth o f a c h i l d .02310 .28325 .776 U s e - - e m o t i o n a l gro wth o f a c h i l d .00823 .08301 .753 U s e - - p h y s i c a l growth o f a c h i l d .04206 .08523 .484 U s e - - g e n e r a l t e a c h e r s k i l l s and a t t i tudes .07011 .09745 .398 V ariable growth o f a c h i l d T a b l e 4 . 5 0 shows t h e r e s u l t s o f combi nin g t h e s i x competency areas l i s t e d in T a b l e 4 . 4 9 . The Wi1k s-L am b d a, a m u l t i v a r i a t e t e s t o f s i g n i f i c a n c e , was u s e d t o d e t e r m i n e w h e t h e r an o v e r a l l s i g n i f i c a n c e e x i s t e d between t h e r e s p o n s e s o f t h e I n d i a n a and M ic hi ga n k i n d e r g a r ­ t e n t e a c h e r s r e g a r d i n g t h e e x t e n t t o which each com pe ten cy a r e a was u s e d by k i n d e r g a r t e n t e a c h e r s . g r e a t e r t h a n .0 5 . The s i g n i f i c a n c e o f f a t .849 was T h e r e f o r e , t h e r e was no s i g n i f i c a n t d i f f e r e n c e between t h e s p e c i a l l y c e r t i f i e d and t h e n o n - s p e c i a l l y c e r t i f i e d k in d e rg a rte n te a c h e rs reg a rd in g th e use of co m p eten cies. 174 Table 4.50 M u l t i v a r i a t e T e s t o f S i g n i f i c a n c e t o D e te rm in e t h e E x t e n t t o Which Th e r e Is a S i g n i f i c a n t D i f f e r e n c e Between Respo ns es o f M ic hi ga n Kin­ d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t s R e l a t i v e t o Use o f Co m pe ten cie s f o r K indergarten Teachers T e s t Name Approx. F Hypth. MS Error MS S ignif. of F Wi1ks-Lambda .44236 6.500 127.0 .849 T a b l e 4.51 shows t h e r e s u l t s o f t h e c om pa ris on o f I n d i a n a and M ic h ig a n t e a c h e r r e s p o n s e s in s i x g e n e r a l competency a r e a s r e l a t e d t o t h e i r preparation. For each o f t h e s i x competency a r e a s , t h e s i g n i f i ­ c a n ce o f f was l e s s t h a n . 0 5 . T h e r e was a s i g n i f i c a n t d i f f e r e n c e in t h e i r p r e p a r a t i o n t o work w i t h p a r e n t s (.001 ^ . 0 5 ) , t h e i r p r e p a r a ­ t i o n t o d e a l w i t h t h e i n t e l l e c t u a l growth o f t h e c h i l d (.001 • .05), s o c i a l gro wth (. 0 0 0 0 0 0 0 5 5 6 4 < . 0 5 ) , e m o t i o n a l gro wth (. 0 0 1 <£ . 0 5 ) , p h y s i c a l growth ( .0 00 00 00 17 03 < . 0 5 ) , and g e n e r a l attitudes (.0001944 < .0 5 ). t e a c h e r s k i l l s and T h e r e f o r e , t h e r e was a s i g n i f i c a n t d i f ­ f e r e n c e between t h e r e s p o n s e s o f t h e I n d i a n a l i c e n s e d / e n d o r s e d k i n ­ d e r g a r t e n t e a c h e r s and t h e n o n - s p e c i a l i z e d Michi gan k i n d e r g a r t e n t e a c h e r s in a l l o f t h e competency a r e a s r e l a t e d t o t h e i r p r e p a r a t i o n . 175 T a b l e 4.51 U n i v a r i a t e F - t e s t w i t h 1,132 Degrees o f Freedom t o D e t e r m in e t h e E x t e n t t o Which The re Is a S i g n i f i c a n t D i f f e r e n c e Between Resp on se s o f Michi gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s with Indiana Kindergarten Licenses/Endorsements R e la tiv e to P re p a ra ­ t i o n o f Com petencies f o r K i n d e r g a r t e n T e a c h e r s Hypoth. MS Variable Error MS S ignif. of F P rep ara tio n --w o rk in g with paren ts 6.7 8 2 6 9 .56409 .001 P reparation--intellectual of a c h ild 1.8 4 2 1 4 .27372 .001 19 .53313 .58824 ( a) growth P r e p a r a t i o n - - s o c i a l gro wth o f c h i l d P r e p a r a t i o n - - e m o t i o n a l growth o f ch i 1d P r e p a r a t i o n - - p h y s i c a l growth of chi Id Preparation--general and a t t i t u d e s 5. 66 403 .45477 .001 1 6 .8 99 82 .46792 (b) 4 .2 5 6 7 3 .28960 (c) teacher s k il l s ( a ) = .00000005564 ( b) = .00000001703 ( c ) = .0001944 T a b l e 4 . 5 2 shows t h e r e s u l t s o f c om bi nin g t h e s i x competency areas l is t e d in Table 4 .5 1 . The Wilk s-L amb da , a m u l t i v a r i a t e t e s t o f s i g n i f i c a n c e was us ed t o d e t e r m i n e w h e t h e r an o v e r a l l significance e x i s t e d between t h e r e s p o n s e s o f t h e I n d i a n a and M ic h ig a n k i n d e r g a r ­ t e n t e a c h e r s r e g a r d i n g t h e e x t e n t t o which t h e y w er e p r e p a r e d by t h e i r c o l l e g e s and u n i v e r s i t i e s t o d e a l w i t h e a ch a r e a . c a n c e of f a t .0000003411 was l e s s t h a n -.05. The s i g n i f i ­ T h e r e f o r e , t h e r e was a^ s i g n i f i c a n t d i f f e r e n c e between t h e s p e c i a l l y c e r t i f i e d and t h e nons p e c ia lly c e r t if ie d kindergarten teachers regarding t h e i r preparation t o work i n t h e s e competency a r e a s . 176 Table 4.52 M u l t i v a r i a t e T e s t o f S i g n i f i c a n c e t o D et erm in e t h e E x t e n t t o Which T h e r e I s a S i g n i f i c a n t D i f f e r e n c e Between Responses o f M ic hi ga n Kin­ d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t s R e l a t i v e t o P r e p a r a t i o n o f Compe­ te n c ie s f o r Kindergarten Teachers T e s t Name Approx. F Hypth. MS Error MS S ignif. of F Wi1ks-Lambda 7. 8 4 2 3 9 6.000 127 .00 .0000003411 A f o c u s o f t h i s s t u d y was t o d e t e r m i n e t h e a t t i t u d e s o f p r a c t i c ­ ing k in d e rg a rte n te a c h e rs r e l a t i v e to the iss u e of s p e c ia l tion fo r kindergarten teach ers. certifica­ The a t t i t u d e s o f k i n d e r g a r t e n t e a c h ­ e r s in g e n e r a l were e x a m i n e d , as w e l l as t h e a t t i t u d e s o f s p e c i a l l y l i c e n s e d and n o n - s p e c i a l l y l i c e n s e d t e a c h e r s . T a b l e 4 . 5 3 shows a co m pa ris on o f t h e i r r e s p o n s e s when s im p l y a s k e d , "Do you f e e l special a k i n d e r g a r t e n 1i c e n s e / e n d o r s e m e n t s h o u l d be r e q u i r e d o f a l l who would t e a c h k i n d e r g a r t e n ? " At a r a t i o o f 2 - t o - 1, k i n d e r g a r t e n t e a c h e r s o v e r a l l f a v o r e d such a l i c e n s i n g r e q u i r e m e n t . Yet when t h e r e s p o n s e s o f t h e l i c e n s e d and n o n - s p e c i a l l y l i c e n s e d g r o u p s were e x a m i n e d , a d i f f e r e n c e o f o p i n i o n was o b v i o u s . The n o n - s p e c i a l l y c e r t i f i e d Michi gan k i n d e r g a r t e n t e a c h e r s f a v o r e d s p e c i a l c e r t i f i c a ­ t i o n by o n l y a v e r y sm a ll p e r c e n t a g e (51 .7 2% ). The s p e c i a l l y c e r t i ­ f i e d I n d i a n a k i n d e r g a r t e n t e a c h e r s , ho weve r, f a v o r e d s p e c i a l certi­ f i c a t i o n by a g r e a t amount (9 1 .4 9 % ). T h e i r r e s p o n s e s t o t h e s i m p l e q u e s t i o n seem t o have been s i g ­ n i f i c a n t l y d i f f e r e n t , but a c lo s e r a n a ly sis of a t t i t u d e s w ill s e n t e d i n T a b l e s 4 . 5 5 and 4 . 5 6 . be p r e ­ Then t h e d i f f e r e n c e s become l e s s d i s t i n c t as more ite m s ( e i g h t ) a r e a n a l y z e d and compared. 177 91 .4 9 88 65.7 No 41 4 7 .1 3 4 8.51 45 33.6 1 1.15 __ 1 .7 None Total Prcntg. 43 Total Fr e q ue n . ( N=134) 5 1 .7 2 Indiana Prcntg. 45 i Indiana ! Fr e q ue n. (N=47) Mic higa n Prcntg. Yes Opi ni on i Mic higa n Fr e q ue n . ( N=37) T a b l e 4 .5 3 O p i n i o n s o f Michi gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t s R e g a r d in g Whether a S p e c i a l K i n d e r g a r t e n L i c e n s e / E n d o r s e m e n t Shou ld Be R e q u i re d f o r All Who Would Teach K i n d e r g a r t e n The mean, mode, and s t a n d a r d d e v i a t i o n o f k i n d e r g a r t e n t e a c h e r responses to survey items r e l a t e d to a t t i t u d e s about c e r t i f i c a t i o n are p re s e n te d in Table 4 .5 4 . The o p i n i o n s w i l l a n d d i s c u s s e d in g r e a t e r d e t a i l . be f u r t h e r d e s c r i b e d 178 Table 4.54 Mean, Mode, and S t a n d a r d D e v i a t i o n o f A t t i t u d e s o f Michi gan K i n d e r ­ g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t s Toward L i c e n s i n g o f K i n d e r g a r t e n T e a c h e r s _______________________________________________________________ Survey Ite m Mean Mode* S.D. 1. A s p e c i a l i z e d k i n d e r g a r t e n c e r t i f i c a t e / l i c e n s e would i n c r e a s e t h e s k i l l s demon­ s t r a t e d by t e a c h e r s o f kindergarten ch ild ren . 3 .8 2 8 4 1.160 2. An e l e m e n t a r y t e a c h i n g c e r t i f i c a t e / l i c e n s e provides t h e s k i l l s needed f o r t e a c h e r s t o work w i t h k i n d e r g a r t e n children. 2 .8 7 2 4 1.246 3. C e r t i f i e d / l i c e n s e d e l e m e n t a r y t e a c h e r s who w i l l t e a c h k i n d e r ­ g a r t e n s h o u l d be r e q u i r e d t o take ad d itio n al course work s p e c i f i c a l l y r e l a t e d to kindergarten c h ild ren . 4.130 5 1.077 4. T e a c h e r c o m p e t e n c i e s f o r work with k indergarten c h ild re n can be a c q u i r e d t h r o u g h i n s e r v i c e t r a i n i n g , t h u s making a s p e c i a l i z e d u n i v e r s i t y program unnecessary. 2.759 2 1.213 5. K i n d e r g a r t e n t e a c h e r s need special s k i l l s not required o f upper grade t e a c h e r s . 4.263 5 1.029 6. The e x t e n s i v e u se o f e l e m e n t a r y teachers w ithout sp e cia liz ed tra in in g is lik e ly to r e s u lt i n i n a d e q u a t e programs f o r kindergarten c h ild ren . 3.620 4 1.239 7. Co m petencies r e q u i r e d t o t e a c h kindergarten ch ild ren are e q u iv a le n t to those req u ired f o r s u c c e s s f u l t e a c h i n g a t any lev el. Therefore, a specialized l i c e n s e / c e r t i f i c a t e is not necessary. 2 .5 1 5 2 1.162 179 T a b l e 4 . 5 4 , c o n t i n u e d . ______ 8. *1 2 3 4 5 Kindergarten c h ild r e n a r e d i f f e r e n t from o l d e r c h i l d r e n ; t h e y a r e n o t s im p l y t h e same v e r s i o n c u t down i n size. Therefore, train in g programs f o r t e a c h e r s o f k in d e rg a rte n c h il d r e n should f o c u s on t h e s e d i f f e r e n c e s . = = = = = S tro n g ly Disagree Disagree Undecided Agree S t r o n g l y Agree 4.318 4 .765 180 T a b l e 4 . 5 5 shows t h e p e r c e n t a g e o f k i n d e r g a r t e n t e a c h e r s r e s p o n d i n g t o it e m s r e l a t e d t o l i c e n s i n g o f k i n d e r g a r t e n t e a c h e r s . The r e s p o n s e s t o most it e m s i n d i c a t e d t h a t when a s k ed f o r an o p i n i o n in t h i s a r e a , k i n d e r g a r t e n t e a c h e r s d i d have o p i n i o n s t o e x p r e s s . In o n l y one c a s e ( i t e m f o u r ) , d e a l i n g w i t h w h e t h e r s p e c i a l sk ills c o u l d be a c q u i r e d t h r o u g h i n s e r v i c e t r a i n i n g o r t h r o u g h s p e c i a l pro­ g r a m s , were a b o u t o n e - f i f t h o f t h e r e s p o n d e n t s " u n d e c i d e d . " In s u r v e y ite m one r e g a r d i n g w h e t h e r a s p e c i a l i z e d k i n d e r g a r t e n c e r t i f i c a t e / l i c e n s e would i n c r e a s e t h e s k i l l s d e m o n s t r a t e d by t e a c h e r s o f k i n d e r g a r t e n c h i l d r e n , 70.2% o f t h e r e s p o n d e n t s s t r o n g l y a g r e e d o r a g r e e d t h a t such a l i c e n s e would e f f e c t t h e s k i l l s . Item two c o n c e r n e d w h e t h e r h a v in g an e l e m e n t a r y t e a c h e r c e r t i ­ f i c a t e / l i c e n s e would p r o v i d e s k i l l s needed f o r t e a c h e r s t o work w i t h kindergarten ch ild ren . Of t h e r e s p o n d e n t s , 42.5% s a i d t h e y s t r o n g l y a g r e e d o r a g r e e d , b u t 47% s a i d t h e y d i s a g r e e d o r s t r o n g l y d i s a g r e e d . Item t h r e e a sk ed w h e t h e r c e r t i f i e d / l i c e n s e d e l e m e n t a r y t e a c h e r s who will teach kindergarten s h o u l d be r e q u i r e d t o t a k e a d d i t i o n a l work r e l a t e d t o k i n d e r g a r t e n c h i l d r e n . agreed t h a t a d d itio n a l course A p p r o x i m a t e l y 75% s t r o n g l y c o u r s e s s h o u l d be t a k e n . Th e re seems t o be no c o n s e n s u s w h e t h e r c o m p e t e n c i e s t o work w i t h k i n d e r g a r t e n c h i l d r e n can be a c q u i r e d t h r o u g h i n s e r v i c e t r a i n i n g o r s p e c i a l i z e d u n i v e r s i t y programs ( i t e m f o u r ) . o f t h e t e a c h e r s f e l t t h a t t e a c h e r s need s p e c i a l of upper grade te a c h e rs E ighty-five percent s k i l l s not required (item f i v e ) . S ix ty -o n e p e rc e n t of the respondents s tr o n g l y agreed or agreed t h a t the e x te n s iv e use of elem entary te a c h e rs w ith o u t s p e c i a l i z e d 181 Table 4.55 A t t i t u d e s o f Michigan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K i n d e r g a r t e n T e a c h e r s w i t h I n d i a n a K i n d e r g a r t e n L i c e n s e s / E n d o r s e m e n t s Toward L i c e n s i n g o f K i n d e r g a r t e n T e a c h e r s _________________________________________ P e r c e n t a g e o f E d u c a t o r s Resp on di ng % Su rv ey Ite m 1* 2* 3* 4* 5* 1. A s p e c i a l i z e d k i n d e r g a r t e n c e r t i f i c a t e / l i c e n s e would in c r e a s e the s k i l l s demonstrated by t e a c h e r s o f k i n d e r g a r t e n children. 10.4 14.2 36.6 3 3 .6 2. An e l e m e n t a r y t e a c h i n g c e r t i f i c a t e / l i c e n s e p r o v i d e s t h e s k i l l s needed f o r t e a c h e r s t o work w i t h k i n d e r ­ garten ch ild ren . 14.9 32.1 9.7 35.8 6.7 3. C e r t i f i e d / l i c e n s e d e l e m e n t a r y t e a c h e r s who w i l l t e a c h k i n d e r ­ g a r t e n s h o u l d be r e q u i r e d t o t a k e a d d i t i o n a l c o u r s e work s p e c i f i c a l l y r e l a te d to kindergarten c h ild re n . 3.0 6.7 11.9 29.9 45.5 17.2 28.4 22.4 23.9 7.5 5. K i n d e r g a r t e n t e a c h e r s need special s k i l l s not required of upper grade t e a c h e r s . 3.0 6.7 4.5 32.1 53.0 6. The e x t e n s i v e u s e o f e l e m e n t a r y teachers w ithout sp e c ia liz e d tr a i n in g is l i k e l y to r e s u l t i n i n a d e q u a t e programs f o r kindergarten c h ild ren . 5.2 18.7 11.2 33.6 27.6 18.7 41.0 16.4 17.9 6.0 4. T e a c h e r c o m p e t e n c i e s f o r work w i t h k i n d e r g a r t e n c h i l d r e n can be a c q u i r e d t h r o u g h i n - s e r v i c e t r a i n i n g , t h u s making a s p e c i a l ­ i z e d u n i v e r s i t y pro gra m u n n e c e s ­ sary. 7. Com o e te n c ie s r e q u i r e d t o t e a c h kindergarten children are equi­ valen t to those required for s u c c e s s f u l t e a c h i n g a t any l e v e l . Therefore, a sp ecialized licen se/ c e r t i f i c a t e is not necessary. 5.2 182 T a b le 4 . 5 5 , c o n tin u e d . 8. *1 2 3 4 5 Kindergarten c h ild re n are d i f f e r e n t from o l d e r c h i l d ­ re n ; they a r e n ot simply th e same v e r s i o n c u t down i n s i z e . T h e r e f o r e , t r a i n i n g programs for teachers of kindergarten c h i l d r e n s h o u l d f o c u s on t h e s e differences. = = = = = S trongly Disagree Disagree Undecided Agree S t r o n g l y Agree 1.5 1.5 4.5 47.8 43.3 183 t r a i n i n g i s l i k e l y t o r e s u l t in i n a d e q u a t e programs f o r k i n d e r g a r t e n children. I t s h o u l d be n o t e d t h a t 23.9% o f a l l respondents disagreed or s tro n g ly disag reed (item s i x ) . F i f t y - n i n e p e rc e n t o f a l l resp o n d en ts d is a g r e e d or s tr o n g l y d isa g re e d t h a t competencies req u ire d to teach k in d e r g a rte n c h il d r e n are eq u iv alen t to those required f o r successful level. t e a c h i n g a t any T h e r e f o r e , a s p e c i a l i z e d l i c e n s e / c e r t i f i c a t e o r t r a i n i n g may be n e c e s s a r y , a l t h o u g h 23.9% s t r o n g l y a g r e e d o r a g r e e d ( i t e m s e v e n ) . The f e e l i n g s o f t h e r e s p o n d e n t s r e g a r d i n g k i n d e r g a r t e n c h i l d r e n b e in g d i f f e r e n t from o l d e r c h i l d r e n and n e e d i n g programs t o f o c u s on t h e s e d i f f e r e n c e s showed 91.1% s t r o n g l y a g r e e d o r a g r e e d . Th is seemed t o i n d i c a t e a f e e l i n g t h a t k i n d e r g a r t e n c h i l d r e n a re very f e r e n t and do need d i f f e r e n t understanding (item e i g h t ) . dif­ To d e t e r m i n e w h e t h e r t h e r e was a s i g n i f i c a n t d i f f e r e n c e in t h e a t t i t u d e s o f t h e n o n - s p e c i a l l y c e r t i f i e d M ic hi ga n k i n d e r g a r t e n t e a c h ­ e r s and t h e I n d i a n a k i n d e r g a r t e n t e a c h e r s w i t h I n d i a n a k i n d e r g a r t e n l i c e n s e s o r e n d o r s e m e n t s , an a n a l y s i s o f v a r i a n c e was d o n e . the o th e r analyses was s e t . As w i t h previously presented, a s ig n ific a n c e level All r e s p o n s e s f o r t h e e i g h t a t t i t u d i n a l i t e m s shown o f .05 on T a b l e 4 . 5 5 were gr ou pe d t o g i v e e ach s u r v e y r e s p o n d e n t a s i n g l e s c o r e . The s c o r e s were t h e n compared f o r t h e I n d i a n a and M ic hi ga n k i n d e r g a r ­ ten tea c h e rs. T a b l e 4 . 5 6 shows t h e r e s u l t s o f t h i s c o m p a r i s o n . s ig n ific a n ce of f at .946 i s g r e a t e r t h a n .05. T herefore, th ere is no s i g n i f i c a n t d i f f e r e n c e in a t t i t u d e s r e l a t e d t o t h e s p e c i a l licens­ i n g o f k i n d e r g a r t e n t e a c h e r s among M ich ig a n k i n d e r g a r t e n t e a c h e r s with s p e cia l licenses or c e r t if ic a t e s The and I n d i a n a k i n d e r g a r t e n 184 Table 4.56 A n a l y s i s o f V a r i a n c e o f Michi gan K i n d e r g a r t e n T e a c h e r s and I n d i a n a K indergarten Teachers w ith Indiana Licenses/Endorsements A ttitu d e s Toward L i c e n s i n g Source of V a ria tio n DF Mean Sq u a re F Signif. of F S tate 1 .001 .005 .946 Residual 132 .158 ------ ------ te a c h e rs with s p e c ia l kindergarten lic e n se s. The mean s c o r e s f o r a l l r e s p o n d e n t s , when t o t a l l e d f o r each s t a t e , were a c t u a l l y eq ua l ( 3 .4 9 ). T h e r e does seem t o be c o n s i d e r a b l y more s u p p o r t f o r s p e c i a l k i n d e r g a r t e n l i c e n s i n g by t h e I n d i a n a t e a c h e r s ( T a b l e 4 . 5 3 ) . When a t t i t u d e s r e l a t e d t o t h e s i m p l e " y e s / n o " o p i n i o n a r e a n a l y z e d , how­ e v e r , su ch a d i f f e r e n c e does n o t a p p e a r t o r e a l l y e x i s t a t a s i g n i f i ­ cant le v e l. Summary The s p e c i f i c q u e s t i o n s t o be answered by t h e s t u d y c o n c e r n e d t h e e x t e n t t o which p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s p e r c e i v e d c e r t a i n v a r i a b l e s as i m p o r t a n t , t h e e x t e n t t o which t h e v a r i a b l e s were i m p l e ­ m e n t e d , and t h e e x t e n t t o which e d u c a t i o n c o u r s e s wer e p e r c e i v e d as p r e p a r a tio n f o r d e a lin g with the v a r i a b le s . They a l s o i n c l u d e d a t t i ­ t u d e s r e g a r d i n g l i c e n s i n g o f k i n d e r g a r t e n t e a c h e r s as w e ll as a n a l y ­ s e s o f d i f f e r e n c e s betw een t h e r e s p o n s e s o f Michi gan and I n d i a n a kindergarten teachers. The p o p u l a t i o n sa m pl e s' c o n s i s t e d o f a random s a m p l in g o f p r a c t i c i n g Michi gan k i n d e r g a r t e n t e a c h e r s and I n d i a n a k i n d e r g a r t e n te a c h e rs w ith Indiana l ic e n s e s or endorsements. 18b An i n s t r u m e n t was d e v e lo p e d t o g a t h e r d a t a . l e t t e r was m a i l e d a l o n g w i t h t h e s u r v e y . An i n t r o d u c t o r y A f t e r a n o t h e r t h r e e wee ks , a f o l l o w - u p l e t t e r was s e n t . Over o n e - h a l f o f t h e s u r v e y r e s p o n d e n t s were in t h e 21 t o 40 age g r o u p , and 45% wer e 41 t o 60 y e a r s o f a g e . was n o t a f a c t o r , as a l l A p e r s o n 's gender r e s p o n d e n t s were f e m a l e . Forty-four percent of r e s p o n d e n t s had BA o r BS d e g r e e s , and 56% h e l d MA o r MS d e g r e e s . Twelve p e r c e n t had p r e - s c h o o l l i c e n s e s / e n d o r s e m e n t s , 68% had K-8 elementary c e r t i f i c a t e s / l i c e n s e s , 11% had I n d i a n a k i n d e r g a r t e n e n d o r ­ s e m e n t s , 29% had I n d i a n a k i n d e r g a r t e n l i c e n s e s , and f i v e p e r c e n t had "ZA" e n d o r s e m e n t s . and 30 y e a r s . The r e s p o n d e n t s had been t e a c h i n g between two F i f t y - t w o p e r c e n t had t a u g h t k i n d e r g a r t e n f o r 10 o r few er y e a r s , and a p p r o x i m a t e l y 21% had t a u g h t k i n d e r g a r t e n f o r 22 y e a r s or l o n g e r . grade l e v e l s . R e s po nd e n ts had s t u d e n t t a u g h t a t a v a r i e t y o f Over 50% had always wanted t o t e a c h k i n d e r g a r t e n , 85% had t a u g h t k i n d e r g a r t e n l a s t y e a r , and 77%, i f g i v e n a c h o i c e o f g r a d e s , would p r e f e r t o t e a c h k i n d e r g a r t e n . About 40% o f t h e r e ­ s p o n d e n t s b e lo n g e d t o two o r t h r e e o r g a n i z a t i o n s . Twenty-four p e r­ c e n t r e g u l a r l y r e a d one j o u r n a l , wh e re as 28% r e g u l a r l y r e a d two or three jo u rn als. Respo ns es r e g a r d i n g t h e c o u r s e s r e l a t i n g t o t e a c h i n g o f k i n d e r ­ g a r t e n t a k e n as p a r t o f u n d e r g r a d u a t e t e a c h e r p r e p a r a t i o n by Michigan and I n d i a n a e d u c a t o r s were v a r i e d . C h i l d growth and d e v e l o p m e n t , m u s i c / p i a n o p l a y i n g , c h i l d r e n ' s l i t e r a t u r e , and k i n d e r g a r t e n s t u d e n t t e a c h i n g had t h e h i g h e s t p e r c e n t a g e s . Cou rs es r e l a t e d t o t h e t e a c h ­ ing o f k i n d e r g a r t e n t a k e n as p a r t o f g r a d u a t e t e a c h e r p r e p a r a t i o n by 186 r e s p o n d i n g Michi gan and I n d i a n a t e a c h e r s were v a r i e d . The c o u r s e s w i t h t h e h i g h e s t p e r c e n t a g e were c h i l d growth and d e v e l o p m e n t , e a r l y c h iId h o o d /n u rse ry school e d u c a tio n , sp ecial p r o g r a m s , and r e a d i n g . F o r t y - n i n e p e r c e n t had t a k e n no g r a d u a t e c o u r s e work. The h i g h e s t number o f c r e d i t s e a r n e d r e l a t e d t o k i n d e r g a r t e n / e a r l y c h i l d h o o d e d u c a t i o n by Michi gan t e a c h e r s and I n d i a n a k i n d e r g a r ­ t e n t e a c h e r s w i t h I n d i a n a k i n d e r g a r t e n l i c e n s e s / e n d o r s e m e n t s were c h i l d growth and d e v e l o p m e n t , k i n d e r g a r t e n / p r e - s c h o o l m e t h o d s , k in d e r g a rte n /p r e -s c h o o l m a t e r i a l s , c h ild guidance te c h n iq u e s , k in ­ dergarten/pre-school c u r r i c u l u m , f i e l d e x p e r i e n c e s in k i n d e r g a r t e n / p r e - s c h o o l , and s t u d e n t t e a c h i n g i n k i n d e r g a r t e n . Th e re were v a r i o u s r e s p o n s e s r e g a r d i n g how Michi ga n k i n d e r g a r t e n t e a c h e r s and I n d i a n a kin d erg a rte n te a c h e rs with Indiana kin d erg arten licen ses/en d o rsem en ts f e l t t h e y c o u ld have been b e t t e r p r e p a r e d bv t h e i r c o l l e g e s a n d / o r u n iversities. The h i g h e s t p e r c e n t a g e s f o r improvement were k i n d e r ­ g a r t e n f i e l d e x p e r i e n c e s , k i n d e r g a r t e n s t u d e n t t e a c h i n g , more g e n e r a l m e t h o d s / k i n d e r g a r t e n methods c l a s s e s , c h i l d growth and de v e lo p m en t c o u r s e s , r e a d i n g and r e a d i n g r e a d i n e s s , and k i n d e r g a r t e n c u r r i c u l u m classes. The c o u r s e s f e l t t o be t h e most e s s e n t i a l t o t h e Michigan k i n ­ d e r g a r t e n t e a c h e r s and t h e I n d i a n a k i n d e r g a r t e n t e a c h e r s w i t h I n d i a n a k i n d e r g a r t e n l i c e n s e s / e n d o r s e m e n t s were many. Those w i t h t h e h i g h e s t p e r c e n t a g e s were c h i l d growth and d e v e l o p m e n t , musi c m e t h o d s , r e a d i n g r e a d i n e s s m e t h o d s , c h i l d p s y c h o l o g y , math m e t h o d s , c h ild ren 's l i t e r a t u r e , p h y s i c a l e d u c a t i o n m e t h o d s , and a r t m et ho ds . 187 The c o m p e t e n c i e s a l l r e s p o n d i n g Michi gan and I n d i a n a e d u c a t o r s f e l t a k i n d e r g a r t e n t e a c h e r mu st have t o f u n c t i o n most e f f e c t i v e l y in a k i n d e r g a r t e n c l a s s r o o m showed a s i m i l a r r e s p o n s e r a t e . The t o p s i x c o m p e t e n c i e s l i s t e d by b ot h g r o u p s were u n d e r s t a n d i n g c h i l d gro wth and d e v e l o p m e n t , p a t i e n c e , l o v e , a f f e c t i o n , f l e x i b i l i t y , u n d e r s t a n d i n g , and b e i n g c r e a t i v e and i n n o v a t i v e . P e r s o n a l i t y t r a i t s Michigan k i n d e r g a r t e n t e a c h e r s and I n d i a n a k in d e rg a rte n te a c h e rs with Indiana k in d erg a rte n l i c e n s e s / e n d o r s e ­ ments f e l t made them s u i t e d t o t e a c h a t t h e k i n d e r g a r t e n l e v e l were varied. tion, The mo st f r e q u e n t l y m en t io n e d were o a t i e n c e , l o v e , a f f e c ­ l i k i n g and e n j o y i n g k i d s , s e n s e o f humor, s m i l i n g , b e i n g ha ppy , hi g h j o b commitment, f l e x i b i l i t y , u n d e r s t a n d i n g , c a r i n g , and b e in g interested. The s i x competency a r e a s were i n t e l l e c t u a l garten c h ild , social growth o f a k i n d e r ­ growth o f a k i n d e r g a r t e n c h i l d , working w i t h p a r e n t s o f a k i n d e r g a r t e n c h i l d , e m o t io n a l growth o f a k i n d e r g a r t e n c h i l d , p h y s i c a l gro wth o f a k i n d e r g a r t e n c h i l d , and g e n e r a l kinder­ g a r t e n t e a c h e r s k i l l s and a t t i t u d e s . The comp etency a r e a o f t h e i n t e l l e c t u a l c h i l d showed a l l im portant. growth o f a k i n d e r g a r t e n r e l a t e d c o m p e t e n c i e s t o be "somewhat" t o " e x t r e m e l y " T e a c h e r s f e l t t h e y implemented them "som etimes" t o "most o f t h e t i m e , " and t h e i r p r e p a r a t i o n was "none" t o " e x c e l l e n t " p r e ­ paration. In t h e i t e m " u s e m a s t e r y l e a r n i n g , " o n l y s i x p e r c e n t f e l t t h a t had " e x c e l l e n t " p r e p a r a t i o n . For t h e competency a r e a o f s o c i a l growth o f a k i n d e r g a r t e n c h i l d , r e s p o n d e n t s f e l t t h e s p e c i f i c compe­ t e n c i e s were "somewhat" t o " e x t r e m e l y " i m p o r t a n t and t h a t t h e y 188 implemented them "some tim es" t o "most o f t h e t i m e , " s t a t i n g t h a t t h e i r p r e p a r a t i o n was "none" t o " e x c e l l e n t . " For t h e competency a r e a o f worki ng w i t h p a r e n t s o f a k i n d e r g a r t e n c h i l d , r e s p o n d e n t s f e l t t h e s p e c i f i c c o m p e t e n c i e s were " o f l i t t l e " tant. t o " e x t r e m e l y " impo r­ T h e i r f e e l i n g s r e g a r d i n g i m p l e m e n t a t i o n were " n e v e r " t o "most of the tim e." "some ." Re s po nd e nt s f e l t t h e i r p r e p a r a t i o n was "none" t o One i t e m , "work t o promote o o s i t i v e r e l a t i o n s between t e a c h ­ e r s and p a r e n t s , " showed a more s i g n i f i c a n t d i f f e r e n c e i n r e s p o n s e r a t e t h a n t h e o t h e r c o m p e t e n c i e s in t h e a r e a . For t h e e m o t io n a l growth o f a k i n d e r g a r t e n c h i l d , r e s p o n d e n t s f e l t i t was " e x t r e m e l y i m p o r t a n t " and t h a t t h e y implemented i t "somewhat" t o "most o f t h e t im e " and t h a t t h e y had " l i t t l e " to " e x c e lle n t" p r e p a r a tio n . Re sponses f o r t h e a r e a o f p h y s i c a l qrowth o f a k i n d e r g a r t e n c h i l d revealed th a t a ll r e s p o n d e n t s f e l t i t t o be " e x t r e m e l y " i m p o r t a n t and t h a t t h e y implemented i t "most o f t h e t i m e , " s t a t i n g t h a t t h e y had "little" general to "ex cellen t" prep aratio n . In t h e competency a r e a o f k i n d e r g a r t e n t e a c h e r s k i l l s and a t t i t u d e s , r e s p o n d e n t s f e l t t h e s p e c i f i c c o m p e t e n c i e s t o be "somewhat" t o " e x t r e m e l y " i m p o r t a n t e x c e p t f o r t h e it e m "be a s u b j e c t m a t t e r s p e c i a l i s t in a t l e a s t one o r more d i s c i p l i n e s . " importance. Many r e s p o n d e n t s f e l t t h a t was o f " l i t t l e " R e s pon de nts f e l t t h e y implemented t h e c o m p e t e n c i e s " r a r e l y " t o "most o f t h e t im e" and t h a t t h e y had r e c e i v e d "none" t o "excellent" preparation. A u n i v a r i a t e f t e s t was used t o d e t e r m i n e i f s i g n i f i c a n t d i f ­ f e r e n c e s e x i s t e d between t h e r e s p o n s e s o f M ich ig an k i n d e r g a r t e n t e a c h e r s and I n d i a n a k i n d e r g a r t e n t e a c h e r s w i t h I n d i a n a l i c e n s e s / 189 e n d o r s e m e n t s r e g a r d i n g i m p l e m e n t a t i o n , u s e , and p r e p a r a t i o n . l e v e l o f s i g n i f i c a n c e was s e t . A .05 Th e re was found t o be no s i g n i f i c a n t d i f f e r e n c e in t h e r e s p o n s e s o f t h e two p o p u l a t i o n s f o r each o f t h e s i x competency a r e a s r e l a t e d t o i m p o r t a n c e and u s e . Th e re was. a s i g ­ n i f i c a n t d i f f e r e n c e in e ach o f t h e s i x competency a r e a s r e l a t e d t o preparation. The Wilks-Lambda m u l t i v a r i a t e t e s t o f s i g n i f i c a n c e was a l s o used t o compare t h e r e s p o n s e s of t h e two p o p u l a t i o n s . At a .05 l e v e l o f s i g n i f i c a n c e , no s i g n i f i c a n t d i f f e r e n c e s wer e found r e l a t e d t o impo r­ t a n c e and u s e . A s i g n i f i c a n t d i f f e r e n c e was found r e l a t e d t o p r e ­ paration. The s u r v e y p o p u l a t i o n i n d i c a t e d a t a r a t i o o f 2:1 ( y e s , 65%; no, 33.6%) t h e i r s u p p o r t f o r t h e l i c e n s i n g o f k i n d e r g a r t e n t e a c h e r s . A n a l y s i s o f v a r i a n c e was used t o d e t e r m i n e i f a s i g n i f i c a n t d i f f e r e n c e e x i s t e d between a t t i t u d e s o f Michi gan and I n d i a n a k i n d e r ­ garten teachers regarding lic e n sin g . At a .05 l e v e l o f s i g n i f i c a n c e , no s i g n i f i c a n t d i f f e r e n c e was f o u n d . Responses l i s t e d i n a l l t a b l e s t h r o u g h o u t C h a p t e r IV were e x a c t word ing as g i v e n by r e s p o n d i n g k i n d e r g a r t e n t e a c h e r s . In C h a p t e r V, t h e e i g h t q u e s t i o n s posed by t h i s s t u d y w i l l be s t a t e d and t h e g e n e r a l t e n d e n c i e s o f d a t a n e c e s s a r y t o answer t h e q u e s t i o n s w i l l be d e s c r i b e d . Figures re p re s e n tin g the percentages o f k i n d e r g a r t e n t e a c h e r s r e s p o n d i n g t o it e m s o r c l u s t e r s o f item s w i l l be p r e s e n t e d , and c o n c l u s i o n s w i l l be drawn. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Introduction T h i s c h a p t e r f o c u s e s on c o n c l u s i o n s which may be drawn and rec om mendations which may be made as a r e s u l t o f t h i s s t u d y . In­ cluded is a b r i e f d e s c r i p t i o n of th e purpose of the s tu d y , the d a ta c o l l e c t i o n and a n a l y s i s m e t h o d s , and t h e p o p u l a t i o n . A g e n e r a l a s s e s s m e n t o f k i n d e r g a r t e n t e a c h e r c o m p e t e n c i e s in s i x g e n e r a l competency a r e a s , a t t i t u d e s to ward l i c e n s i n g i s made by exa min ing p r a c t i c i n g kindergarten teacher perceptions. An ex a m in a ­ t i o n o f t h e . e x t e n t t o which t e a c h e r s p e r c e i v e ite m s r e l a t e d t o t h e c o m p e t e n c i e s as i m p o r t a n t , p e r c e i v e t h e e x t e n t t o which t h e y have implemented them, and p e r c e i v e t h e i r e d u c a t i o n c o u r s e s as p r e p a r a t i o n is included. D e s c r i p t i o n and r e s u l t s o f t e s t i n g f o r s i g n i f i c a n t r e l a t i o n s h i p s i n t h e r e s p o n s e s o f Michi gan k i n d e r g a r t e n t e a c h e r s and Indiana kin d erg arten te a c h e rs with Indiana kin d erg arten l ic e n s e s / e n d o rs e m e n t s a r e p r e s e n t e d . The e i g h t q u e s t i o n s posed by t h e study a r e an swered and c o n c l u s i o n s a r e made. Based on t h e d a t a , recom men da tions f o r t h e f u t u r e o f k i n d e r g a r ­ t e n t e a c h e r p r e p a r a t i o n s a r e made. Recommendations f o r t h e l i c e n s i n g o f k i n d e r g a r t e n t e a c h e r s a r e a l s o made. fu tu re research are suggested. 190 F i n a l l y , rec om mendations f o r 191 Summary The p u r p o s e o f t h i s s t u d y was t o d e t e r m i n e t h e p e r c e p t i o n s and a t t i t u d e s o f k i n d e r g a r t e n t e a c h e r s from Michi gan and I n d i a n a r e g a r d ­ i ng many f a c e t s o f k i n d e r g a r t e n e d u c a t i o n . These i n c l u d e d p e r c e p ­ t i o n s a b o u t t h e e x t e n t t o which t h e y f e l t c e r t a i n c o m p e t e n c i e s were i m p o r t a n t , t h e e x t e n t t o which t h e y implemented t h e s e c o m p e t e n c i e s , and t h e e x t e n t t o which t h e i r c o l l e g e s and u n i v e r s i t i e s p r e p a r e d them t o implement t h e c o m p e t e n c i e s , as w e l l as t h e i r a t t i t u d e s a b o u t t h e lic e n s in g of k in d erg arten te a c h e rs . S p e c i f i c q u e s tio n s the study s o u g h t t o answe r were t h e f o l l o w i n g : 1. What c o m p e t e n c i e s do p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s p e r c e i v e t h e y need t o be e f f e c t i v e k i n d e r g a r t e n teachers? 2. Do I n d i a n a t e a c h e r s w i t h k i n d e r g a r t e n l i c e n s e s p e r c e i v e ne eds d i f f e r e n t l y from Michigan k i n d e r g a r t e n t e a c h e r s w ith o u t l i c e n s e s or endorsements? 3. What c o m p e t e n c i e s do p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s p e r c e i v e t h e y u s e in t h e i r r o l e s as k i n d e r g a r t e n t e a c h e r s ? 4. Do I n d i a n a t e a c h e r s w i t h k i n d e r g a r t e n l i c e n s e s p e r c e i v e t h e y make d i f f e r e n t u s e o f c o m p e t e n c i e s t h a n do Michigan k i n d e r g a r t e n t e a c h e r s w i t h o u t l i c e n s e s o r e n d o rs e m e n t s ? 5. What p r o f e s s i o n a l p r e p a r a t i o n do p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s p e r c e i v e t h e y s h o u l d have t o be e f f e c t i v e kindergarten teachers? 6. Do I n d i a n a t e a c h e r s w i t h k i n d e r g a r t e n l i c e n s e s p e r c e i v e t h e p r o f e s s i o n a l p r e p a r a t i o n needs o f k i n d e r g a r t e n t e a c h e r s d i f f e r e n t l y t h a n do Michi gan k i n d e r g a r t e n t e a c h e r s w ith l i c e n s e s or endorsements? 7. What a t t i t u d e s toward l i c e n s i n g o f k i n d e r g a r t e n t e a c h e r s do p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s have? 8. Do I n d i a n a t e a c h e r s w i t h k i n d e r g a r t e n l i c e n s e s have a t t i t u d e s toward l i c e n s i n g o f k i n d e r g a r t e n t e a c h e r s t h a t a r e d i f f e r e n t from t h o s e o f Michigan k i n d e r g a r t e n t e a c h e r s w ith o u t l ic e n s e s or endorsements? 192 A f o u r p a r t s u r v e y was d e v e l o p e d t o e l i c i t d a t a n e c e s s a r y t o answe r t h e r e s e a r c h q u e s t i o n s . The i t e m s were d e s i g n e d t o r e f l e c t t h e i n t e n t o f 43 k i n d e r g a r t e n c o m p e t e n c i e s s i x competency a r e a s . which were d i v i d e d i n t o Item s wer e a l s o d e v e l o p e d t o e l i c i t t h e a t t i ­ t u d e s o f t h e t e a c h e r s r e g a r d i n g c e r t i f i c a t i o n and l i c e n s i n g . Eight i te m s were d e v e l o p e d r e g a r d i n g p r e p a r a t i o n t h e y f e l t t h e y had and t h e p r e p a r a t i o n t h e y f e l t t h e y s h o u l d have r e c e i v e d . The i n d i v i d u a l s upon whose r e s p o n s e s t h e s t u d y f o c u s e d were a l l i d e n t i f i e d as t e a c h e r s c u r r e n t l y t e a c h i n g k i n d e r g a r t e n i n t h e s t a t e o f M ihc ig an o r i n t h e s t a t e o f I n d i a n a . The i n d i v i d u a l s were a l l fe m a le and r e p r e s e n t e d a v a r i e t y o f a g e s . d i s t r i b u t i o n among t h e age c a t e g o r i e s . T h e r e was a l m o s t an even F o r t y - f o u r p e r c e n t had com­ p l e t e d B.A. o r B .S . d e g r e e s , and 56% had c om p l e te d M.A. or M.S. degrees. The p e r c e n t a g e o f t e a c h e r s w i t h a p r e - s c h o o l e n d o r s e m e n t was 12.6%. The number o f t e a c h e r s w i t h a K-8 e le m e n ­ t a r y c e r t i f i c a t e / l i c e n s e was 68.7%. license. license/ One t e a c h e r had a 1-6 e l e m e n t a r y The p e r c e n t a g e o f t e a c h e r s w i t h a K-12 c e r t i f i c a t e / l i c e n s e was 4.5%. In d ia n a te a c h e rs w ith k in d e r g a r t e n endorsements was 11.9%, and t h e I n d i a n a k i n d e r g a r t e n l i c e n s e was h e l d by 29.6%. A Michi ga n ZA e n d o r s e m e n t was h e l d by 5.2% o f t h e s u r v e y e d t e a c h e r s . The y e a r s o f e x p e r i e n c e among t h e t e a c h e r s i n t h e s t u d y r an ge d from two y e a r s t o o v e r 30. Teachers having e x p e rie n c e in k i n d e r g a r ­ t e n r a n g e d from two y e a r s t o o v e r 30. done i n a v a r i e t y o f g r a d e s . T e a c h e r s who s t u d e n t t a u g h t i n p r e ­ s c h o o l o r n u r s e r y s c h o o l was 1.5%. k i n d e r g a r t e n was 19.4%. T e a c h e r s ' s t u d e n t t e a c h i n g was T e a c h e r s who s t u d e n t t a u g h t in Those h a v in g s t u d e n t t a u g h t i n f i r s t g r a d e 193 g r a d e was 9.7%; s e c o n d or t h i r d g r a d e was 11.2%; f o u r t h o r f i f t h g r a d e was 4.5%; and t h o s e h a v in g s t u d e n t t a u g h t i n a c o m b i n a t i o n o f p r e - , e a r l y e l e m e n t a r y , and k i n d e r g a r t e n was 37.3%. T h e r e wer e 2.2% o f t h e t e a c h e r s h a v in g s t u d e n t t a u g h t i n m id d l e s c h o o l , and 7.5% had s t u d e n t ta u g h t in o t h e r g r a d e s . The m a j o r i t y o f t h e t e a c h e r s s u r ­ veyed (50.7%) a r e p r e s e n t l y t e a c h i n g i n k i n d e r g a r t e n , which i s t h e g r a d e t h e y o r i g i n a l l y want ed t o t e a c h . The m a j o r i t y o f r e s p o n d e n t s , i f g i v e n a c h o i c e , p r e f e r t o t e a c h k i n d e r g a r t e n (77.6%). The c h o i c e s o f 18.6% o f t h e r e s p o n d e n t s p r e ­ f e r r e d teaching o th er various grades. Over a f o u r week s p a n , an i n t r o d u c t o r y l e t t e r , t h e s u r v e y and c o v e r l e t t e r , and a f o l l o w - u p l e t t e r were m a i l e d t o M ic hi ga n k i n d e r ­ g a r t e n t e a c h e r s i d e n t i f i e d t h r o u g h a random s a m p l in g o f a l l Michi ga n k i n d e r g a r t e n t e a c h e r s and t o a l l Indiana kindergarten teach ers with kin d erg a rte n lic e n ses/en d o rse m e n ts. Responses o f t h e p r a c t i c ­ i ng k i n d e r g a r t e n t e a c h e r s were c o n s i d e r e d t o answer t h e r e s e a r c h questions. Data were r e p o r t e d in f r e q u e n c i e s and p e r c e n t a g e s . t h e 43 i t e m s i n P a r t I o f t h e s u r v e y was a co mpetency. Each it e m o f ■ Each compe­ t e n c y a r e a was e v a l u a t e d by examining t h e t e a c h e r r e s p o n s e s f o r t h e i te m s a s s o c i a t e d w i t h i t . Kindergarten te a c h e rs ' opinions about competencies necessa ry f o r k in d erg a rte n t e a c h e r s , about the t e a c h e r s ' own p e r s o n a l i t i e s , a b o u t t h e i r u n d e r g r a d u a t e and g r a d u a t e t e a c h e r p r e p a r a t i o n , a b o u t how t h e y f e l t t h e y c o u ld have had b e t t e r p r e p a r a ­ t i o n were e v a l u a t e d f o r a l l r e s p o n d i n g k i n d e r g a r t e n t e a c h e r s . To d e t e r m i n e w h e t h e r s i g n i f i c a n t d i f f e r e n c e s e x i s t e d between t h e r e s p o n s e s of t h e Michigan and I n d i a n a t e a c h e r s r e g a r d i n g 194 i m p o r t a n c e , i m p l e m e n t a t i o n , and p r e p a r a t i o n , as wel l as a t t i t u d e s about lic e n s in g of k in d erg a rte n t e a c h e r s , a v a r i e ty of s t a t i s t i c a l t e s t s were u s e d . They i n c l u d e d u n i v a r i a t e f t e s t s , m u l t i v a r i a t e t e s t s o f s i g n i f i c a n c e , and a n a l y s i s o f v a r i a n c e . Qu e s t i o n One What c o m p e t e n c i e s do p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s p e r c e i v e t h e y need t o be e f f e c t i v e k i n d e r g a r t e n t e a c h e r s ? For each o f t h e s i x competency a r e a s , t h e g e n e r a l o v e r a l l sponses re v e a le d a l l tant. re­ o f them t o be "somewhat" t o " e x t r e m e l y " impo r­ In t h e competency a r e a o f i n t e l l e c t u a l growth o f a k i n d e r g a r ­ t e n c h i l d , t h e y g e n e r a l l y seemed t o be e v e n l y d i s t r i b u t e d between "somewhat" and " e x t r e m e l y " i m p o r t a n t . In t h e competency a r e a o f s o c i a l growth, r e s p o n s e s were a l s o g e n e r a l l y d i s t r i b u t e d between "somewhat" and " e x t r e m e l y " i m p o r t a n t . e m o t io n a l g r o w t h , t h e o v e r a l l In t h e competency a r e a o f responses revealed the teachers p e r ­ c e i v e d each s p e c i f i c competency t o be " e x t r e m e l y " i m p o r t a n t . In t h e comp etency a r e a o f p h y s i c a l g r o w t h , r e s p o n s e s were ove rw he lm in gl y "extremely" im p o rtan t. p a re n ts , the o verall In t h e competency a r e a o f working w i t h r e s p o n s e s were "somewhat" i m p o r t a n t and one a r e a ( t e a c h e r - p a r e n t r e l a t i o n s h i p ) was " e x t r e m e l y " i m p o r t a n t . comp etency a r e a o f g e n e r a l In t h e k i n d e r g a r t e n t e a c h e r s k i l l s and a t t i t u d e s , t h e r e were f o u r a r e a s which r e s p o n s e s r e v e a l e d t o be " e x t r e m e l y " i m p o r t a n t , " 13 a r e a s were "somewhat" i m p o r t a n t , and two a r e a s were of " l i t t l e " o r "no" i m p o r t a n c e . The c o m p e t e n c i e s Michigan and I n d i a n a k i n d e r g a r t e n t e a c h e r s f e l t t h e y mu st have t o be e f f e c t i v e in a c l a s s r o o m i n c l u d e d t h e a r e a s m en tio ne d above and o t h e r s . Ap pr o x i m a t el y 50% f e l t t h a t c h i l d growth 195 and d e v e l o p me n t was e s s e n t i a l . Patience ( 5 6 . 5 7 ) , affection ( 2 5 . 3 7 7 ) , and u n d e r s t a n d i n g (30.60'''-), f l e x i b i l i t y l ove and (24.63%) were a l s o f e l t t o be e s s e n t i a l . From t h e d a t a i t is p o s s ib l e to conclude t h a t p r a c t i c i n g k i n d e r ­ g a r t e n t e a c h e r s p e r c e i v e d t h e s i x competency a r e a s t o be "somewhat" to "extremely" im p o rtan t. patience, I t is a ls o p o s s ib l e to conclude t h a t l o v e , a f f e c t i o n , f l e x i b i l i t y , and u n d e r s t a n d i n g were f e l t t o be most e s s e n t i a l fo r e ff e c tiv e kindergarten teach ers. Q u e s t i o n Two Do I n d i a n a t e a c h e r s w i t h k i n d e r g a r t e n l i c e n s e s p e r c e i v e needs d i f f e r e n t l y t h a n Michi ga n k i n d e r g a r t e n t e a c h e r s w ith o u t l i c e n s e s or endorsements? A u n i v a r i a t e f t e s t was used t o d e t e r m i n e i f t h e r e were a s i g ­ n i f i c a n t d i f f e r e n c e between t h e I n d i a n a and Michigan k i n d e r g a r t e n t e a c h e r s 1 responses re g a rd in g the importance of the v a r i a b l e s . A l e v e l o f .05 was s e t t o show s i g n i f i c a n c e . The competency o f worki ng w i t h p a r e n t s showed t h e s i g n i f i c a n c e o f f t o be .3 39 . The competency o f i n t e l l e c t u a l gro wth o f a c h i l d showed t h e s i g n i f i c a n c e o f f t o be . 1 1 2 . The competency o f s o c i a l growth o f a c h i l d showed t h e s i g n i f i c a n c e o f f t o be .6 01 . The com­ p e t e n c y o f t h e e m o t i o n a l growth o f a c h i l d showed t h e s i g n i f i c a n c e of f t o be .989 . The competency of p h y s i c a l growth o f a c h i l d showed t h e s i g n i f i c a n c e o f f t o be .32 2. The competency o f g e n e r a l t e a c h e r s k i l l s and a t t i t u d e s showed a .244 l e v e l o f s i g n i f i c a n c e . All s i x v a r i a b l e s used i n t h e u n i v a r i a t e f t e s t showed t h a t w i t h a l e v e l of .05 s e t , t h e r e was no s i g n i f i c a n t d i f f e r e n c e . A IJilks-Lambda m u l t i v a r i a t e t e s t o f s i g n i f i c a n c e was a l s o c on ­ ducted using a ll s i x v a r i a b l e s combined as one t o compare t h e 196 r e s p o n s e s o f Michi gan k i n d e r g a r t e n t e a c h e r s and I n d i a n a k i n d e r g a r t e n te a c h e rs with Indiana k in d erg a rte n lic e n s e s /e n d o rs e m e n ts r e l a t i v e to the importance of competencies f o r k in d e r g a rte n t e a c h e r s . A le v e l of .05 was s e t t o show s i g n i f i c a n c e , b u t t h e Wilks-Lambda showed t h e s i g n i f i c a n c e o f f t o be .740. Based on t h e s e d a t a , a l l cant d ifferen ce. s i x v a r i a b l e s d i d n o t show a s i g n i f i ­ T h e re fo re , i t is p o s s ib le to conclude t h a t Indiana t e a c h e r s w i t h k i n d e r g a r t e n l i c e n s e s d i d n o t p e r c e i v e needs d i f f e r e r e n t l y t h a n Michigan k i n d e r g a r t e n t e a c h e r s w i t h o u t l i c e n s e s o r endorsem ents. Q u e s t i o n Th re e What c o m p e t e n c i e s do p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s p e r c e i v e t h e y u s e in t h e i r r o l e s as k i n d e r g a r t e n t e a c h e r s ? For each o f t h e s i x competency a r e a s , t h e g e n e r a l ! o v e r a l l r e ­ s p o n s e r e v e a l e d many o f them t o be " som eti m es" t o "mo st o f t h e tim e" w i t h a few " r a r e l y " t o " s o m e t i m e s . " In t h e com pe ten cy a r e a o f i n t e l ­ l e c t u a l growth o f a k i n d e r g a r t e n c h i l d , r e s p o n s e s g e n e r a l l y seemed t o be e v e n l y d i s t r i b u t e d between " som eti m es" and "most o f t h e t i m e . " In t h e competency a r e a o f s o c i a l g r o w t h , t h e y were g e n e r a l l y d i s t r i ­ b u t e d between "som etimes" and "most o f t h e t i m e . " In t h e competency a r e a o f e m o t io n a l g r o w t h , t h e o v e r a l l r e s p o n s e s r e v e a l e d t h a t t h e y p e r c e i v e d each s p e c i f i c competency t o be impl eme nted "most o f t h e t i m e , " w i t h t h e e x c e p t i o n o f " p u n i s h c h i l d r e n p r i v a t e l y " which was "som eti mes " t o "most o f t h e t i m e . " cal growth, a l l In t h e comp etency a r e a o f p h y s i ­ t h e r e s p o n s e s i n a l l a r e a s were "most o f t h e t i m e . " In t h e competency a r e a o f working w i t h p a r e n t s , o v e r a l l r e s p o n s e s 197 were " r a r e l y " t o " s o m e t i m e s , " w i t h one a r e a , "work t o promote p o s i ­ t i v e r e l a t i o n s between t e a c h e r s and p a r e n t s , " t o be "most o f t h e tim e." In t h e competency a r e a o f g e n e r a l kindergarten teacher s k i l l s and a t t i t u d e s , r e s p o n s e s were g e n e r a l l y " som eti m es" t o "most o f t h e ti m e" in a l l areas. The p e r s o n a l i t y t r a i t s t h a t Michi gan and I n d i a n a k i n d e r g a r t e n t e a c h e r s f e l t made them s u i t e d t o t e a c h a t t h e k i n d e r g a r t e n l e v e l i n c l u d e d t h e a r e a s m en tio n e d above and o t h e r s . f e l t th at patience, love, a ffe c tio n , them w e ll s u i t e d . A p p r o x i m a t e l y 47% l i k i n g , and e n j o y i n g k i d s made Having a s e n s e o f humor, s m i l i n g , and b e in g happy ( 2 4 . 6 3 ) , hi g h j o b commitment ( 2 0 . 1 5 % ) , and b e i n g f l e x i b l e (17.16%) were a l s o t r a i t s d e s c r i b i n g s u i t a b i l i t y f o r k i n d e r g a r t e n t e a c h i n g . Th e re were a t l e a s t 60 d i f f e r e n t s e t s o f p e r s o n a l i t y t r a i t s men­ t i o n e d , b u t o n l y f i v e s e t s o f p e r s o n a l i t y t r a i t s were m e n t io n e d a f r e q u e n t number o f t i m e s . From t h e s e d a t a i t i s p o s s i b l e t o c o n c l u d e t h a t p r a c t i c i n g k i n ­ d e r g a r t e n t e a c h e r s p e r c e i v e d t h e y u se d t h e s i x competency a r e a s "som etimes" t o "most o f t h e t i m e . " t h a t p a tie n ce , love, a f f e c ti o n , I t is a ls o p o s s i b l e to conclude l i k i n g , b e i n g ha ppy , and h i g h j o b commitment, as w e ll as b e in g f l e x i b l e , wer e p e r s o n a l i t y t r a i t s they f e l t t h e y had which e n a b l e d them t o e f f e c t i v e l y implement k i n d e r g a r ­ t e n p r o g ra m s. Q u e s t i o n Four Do I n d i a n a t e a c h e r s w i t h k i n d e r g a r t e n l i c e n s e s p e r c e i v e t h e y make d i f f e r e n t us e o f c o m p e t e n c i e s t h a n do Michi gan k in d e rg a rte n te a c h e rs w ithout l i c e n s e s or endorsements? 198 A u n i v a r i a t e f t e s t was us ed t o d e t e r m i n e i f t h e r e were a s i g ­ n i f i c a n t d i f f e r e n c e i n t h e u s e o f c o m p e t e n c i e s by I n d i a n a and M i c h i ­ gan t e a c h e r s . A l e v e l o f .05 was us ed t o show s i g n i f i c a n c e . The competency a r e a o f w or ki ng w i t h p a r e n t s showed t h e s i g n i f i ­ c a n c e o f f t o be . 4 5 7 . The competency a r e a o f i n t e l l e c t u a l a c h i l d showed t h e s i g n i f i c a n c e o f f t o be . 6 0 4 . growth o f The competency a r e a o f t h e s o c i a l growth o f a c h i l d showed t h e s i a n i f i c a n c e o f f t o be . 7 7 6 . The competency o f e m o t i o n a l growth o f a c h i l d showed t h e s i g n i f i c a n c e o f f t o be . 7 5 3 . The competency a r e a o f p h y s i c a l growth showed t h e s i g n i f i c a n c e o f F t o be . 4 8 4 . The competency o f g e n e r a l t e a c h e r s k i l l s and a t t i t u d e s showed a .398 l e v e l o f s i g n i f i c a n c e . All s i x v a r i a b l e s used in t h e u n i v a r i a t e f t e s t showed t h a t w i t h a l e v e l o f .05 s e t , t h e r e was no e v i d e n c e o f s i g n i f i c a n t d i f f e r e n c e . A Wilks-Lambda m u l t i v a r i a t e t e s t o f s i g n i f i c a n c e was a l s o c o n ­ ducted using a ll s i x v a r i a b l e s combined as one t o d e t e r m i n e i f Indiana teach ers with k in d erg a rte n lic e n ses/en d o rse m e n ts perceived t h e y made d i f f e r e n t u s e s o f c o m p e t e n c i e s t h a n d i d Michi ga n k i n d e r ­ garten teach ers w ithout lic e n s e s or endorsements. A l e v e l o f .05 was s e t t o show s i g n i f i c a n c e , b u t t h e Wilks-Lambda showed t h e s i g n i ­ f i c a n c e t o be .84 9. Based on t h e s e d a t a , a l l cant differen ce. s i x v a r i a b l e s d i d n o t show a s i g n i f i ­ T h e re fo re , i t is not p o s s ib le to conclude t h a t I n d i a n a t e a c h e r s w i t h k i n d e r g a r t e n l i c e n s e s / e n d o r s e m e n t s do p e r c e i v e d i f f e r e n t u s e o f c o m p e t e n c i e s t h a n do M ich ig an k i n d e r g a r t e n t e a c h e r s w ithout lic e n se s or endorsements. 199 Q u e s t i o n Five What p r o f e s s i o n a l p r e p a r a t i o n do p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s p e r c e i v e t h e y s h o u l d have t o be e f f e c t i v e k i n d e r ­ garten teachers? For each o f t h e s i x competency a r e a s , t h e r e seemed t o be a wide range of resp o n s e s . In t h e competency area of i n t e l l e c t u a l growth o f a k i n d e r g a r t e n c h i l d , t h e y r an ge d from "none" t o " e x c e l l e n t " p r e p a r a ­ t i o n , and one a r e a ( t e a c h r e a d i n g s k i l l s ) lent" p rep aratio n . showed "some" t o " e x c e l ­ In t h e competency a r e a o f s o c i a l g r o w t h , r e ­ s p o n s e s were a l s o d i s t r i b u t e d between "none" and " e x c e l l e n t " p r e p a r a ­ tion. In t h e competency a r e a o f e m o t io n a l g r o w t h , o v e r a l l r e s p o n s e s revealed " l i t t l e " p rep aratio n to "excellent" p rep a ra tio n . In t h e competency a r e a of p h y s i c a l g r o w t h , r e s p o n s e s were " l i t t l e " lent" preparation. to "excel­ In t h e competency a r e a o f work ing w i t h p a r e n t s , o v e r a l l r e s p o n s e s were "none" t o " l i t t l e " preparation. In t h e com­ p e t e n c y a r e a o f g e n e r a l k i n d e r g a r t e n t e a c h e r s k i l l s and a t t i t u d e s , t h e r e were se v en a r e a s whe re r e s p o n s e s r e v e a l e d " l i t t l e " to " ex c e lle n t" p re p a ra tio n . preparation Twelve a r e a s had a wide r a n g e o f r e ­ s p o n s e s from "none" t o " e x c e l l e n t " p r e p a r a t i o n . The competency a r e a o f g e n e r a l k i n d e r g a r t e n t e a c h e r s k i l l s and attitudes i n c l u d e d t h e a r e a s men tio n ed above and o t h e r s . An ex a m in a ­ t i o n o f c o u r s e s r e l a t e d t o t h e t e a c h i n g o f k i n d e r g a r t e n t a k e n as p a r t o f u n d e r g r a d u a t e t e a c h e r p r e p a r a t i o n by a l l r e s p o n d i n g Michigan and I n d i a n a t e a c h e r s r e v e a l e d c h i l d growth and d e v e lo p m e n t was t a k e n by 28.36%, music and p i a n o p l a y i n g and c h i l d r e n ' s l i t e r a t u r e wer e b ot h t a k e n by 21.64%, k i n d e r g a r t e n s t u d e n t t e a c h i n g was done by 18.66%, and a r t methods and games and p l a y were t a k e n by 14.18%. T h e r e were 200 a v a r i e t y o f 24 o t h e r c o u r s e s t a k e n by 13.43% t o 3.73% o f t h e teachers. T h i r t y - s i x r e s p o n d e n t s s a i d t h e y to o k no c o u r s e s r e l a t e d to t e a c h i n g k i n d e r g a r t e n . Cour se s r e l a t e d t o t h e t e a c h i n g o f k i n d e r g a r t e n t a k e n as p a r t o f g r a d u a t e t e a c h e r p r e p a r a t i o n o f a l l r e s p o n d i n g Michi gan and I n d i a n a e d u c a t o r s were c h i l d growth and d e v e lo p m e n t ( 1 2 .6 9 % ) , e a r l y c h i l d h o o d and n u r s e r y sch ool e d u c a t i o n (1 1 .9 4 % ) , and s p e c i a l programs (10 .4 5% ). Th e re was a v a r i e t y o f 12 o t h e r c o u r s e s t a k e n from 7.46% t o 3.73%. F o r t y - n i n e r e s p o n d e n t s s a i d t h e y t oo k no c o u r s e s a t a l l . The c o u r s e s t h a t a l l most e s s e n t i a l I n d i a n a and Michi gan t e a c h e r s f e l t were t h e f o r p r o f e s s i o n a l p r e p a r a t i o n were c h i l d growth and de v e lo p m en t ( 5 1 . 4 9 % ) , musi c methods ( 2 6 .8 7 % ) , r e a d i n g r e a d i n e s s (2 6 . 1 2 % ) , c h i l d p s y c h o l o g y (2 3 . 8 8 % ) , math methods and c h i l d r e n ' s literatu re (1 7 .9 1 % ). Th e re was a v a r i e t y o f 14 o t h e r c o u r s e s t a k e n by 12.69% o f t h e r e s p o n d e n t s , t o 5.97%. The M ich ig an k i n d e r g a r t e n t e a c h e r s and I n d i a n a k i n d e r g a r t e n te a c h e rs with Indiana k in d e r g a rte n l i c e n s e s or endorsements f e l t t h e y c o u l d have been b e t t e r p r e p a r e d t o t e a c h k i n d e r g a r t e n i n a l i m i t e d number o f ways. From t h e d a t a i t i s p o s s i b l e t o c o n c l u d e t h a t t h e r e was no o v e r ­ a l l consensus re g a rd in g the p r o fe s s io n a l preparation p rac tic in g k i n d e r g a r t e n t e a c h e r s p e r c e i v e d t h e y s h o u l d have t o be e f f e c t i v e kindergarten teach ers. I t i s a l s o p o s s i b l e t o c o n c l u d e t h a t many k i n d e r g a r t e n t e a c h e r s had few c o u r s e s r e l a t e d t o k i n d e r g a r t e n e d u c a ­ t i o n as p a r t o f t h e i r u n d e r g r a d u a t e and g r a d u a t e p r e p a r a t i o n . c o u ld a l s o be c o n c lu d e d t h a t t h e y f e l t more c o u r s e s r e l a t e d t o It 201 k i n d e r g a r t e n s h o u ld be o f f e r e d as p a r t o f k i n d e r g a r t e n t e a c h e r preparation. Q u e s t i o n Six Do I n d i a n a t e a c h e r s w i t h k i n d e r g a r t e n l i c e n s e s p e r c e i v e t h e p r o f e s s i o n a l p r e p a r a t i o n needs o f k i n d e r g a r t e n t e a c h e r s d i f f e r e n t l y t h a n do Michigan k i n d e r g a r t e n t e a c h e r s w i t h o u t l i c e n s e s o r e n do rs e m en t? A u n i v a r i a t e f t e s t was used t o d e t e r m i n e i f I n d i a n a k i n d e r g a r ­ ten tea c h e rs with k in d erg a rte n lic e n s e s perceiv ed the p r o fe s s io n a l p r e p a r a t i o n needs o f k i n d e r g a r t e n t e a c h e r s s i g n i f i c a n t l y d i f f e r e n t l y t h a n d i d Michigan k i n d e r g a r t e n t e a c h e r s w i t h o u t l i c e n s e s o r e n d o r s e ­ ments . A l e v e l o f .05 was s e t t o d e t e r m i n e t h e s i g n i f i c a n c e o f each competency a r e a . The competency a r e a o f w o r k in g w i t h p a r e n t s showed t h e s i g n i f i c a n c e o f f t o be . 0 0 1 . The competency a r e a o f i n t e l l e c t ­ ua l growth o f a c h i l d showed t h e s i g n i f i c a n c e o f f t o be .0 0 1 . The competency a r e a o f t h e s o c i a l growth o f a c h i l d showed t h e s i g n i f i ­ c a n c e o f f t o be .00000005564. The competency o f t h e e m o t i o n a l growth o f a c h i l d showed t h e s i g n i f i c a n c e o f f t o be . 0 0 1 . The com­ p e t e n c y o f p h y s i c a l growth o f a c h i l d showed t h e s i g n i f i c a n c e o f f t o be .00000001703. The competency o f g e n e r a l t e a c h e r s k i l l s and a t t i t u d e s showed t h e s i g n i f i c a n c e o f f t o be .00 0 1 9 4 4 . A Wilks-Lambda m u l t i v a r i a t e t e s t o f s i g n i f i c a n c e was a l s o c o n ­ ducted using a l l s i x v a r i a b l e s combined as one t o d e t e r m i n e i f Indiana tea c h e rs with kin d erg arten lic e n s e s p erceived the p r o f e s ­ s i o n a l p r e p a r a t i o n n e e ds o f k i n d e r g a r t e n t e a c h e r s d i f f e r e n t l y t h a n d i d Michigan k i n d e r g a r t e n t e a c h e r s w i t h o u t l i c e n s e s o r en d o rs e m en t s . . 202 A level o f .05 was s e t t o show s i g n i f i c a n c e , b u t t h e Wilks-Lambda showed t h e s i g n i f i c a n c e o f f t o be .0000003411. T h e r e f o r e , b a s e d on t h e s e d a t a , i t is p o s s i b l e to conclude t h a t Indiana k in d e r g a rte n te a c h e rs with k in d e rg a rte n lic e n s e s p erceived th e p r o fe s s io n a l pre­ p a r a t i o n ne ed s o f k i n d e r g a r t e n t e a c h e r s d i f f e r e n t l y t h a n d i d M i c h i ­ gan k i n d e r g a r t e n t e a c h e r s w i t h o u t l i c e n s e s o r e n d o r s e m e n t s . Q u e s t i o n Seven What a t t i t u d e to wa rd l i c e n s i n g o f k i n d e r g a r t e n t e a c h e r s do p r a c t i c i n g k i n d e r g a r t e n t e a c h e r s have? The a t t i t u d e s k i n d e r g a r t e n t e a c h e r s have seem t o s u p p o r t t h e concept of lic e n s in g . Approximately tw o - th ird s spondents f e l t a s p e c ia l all (65.7%) o f a l l re­ k i n d e r g a r t e n l i c e n s e s h o u l d be r e q u i r e d o f p rac tic in g kindergarten teachers. A c l o s e r e x a m i n a t i o n o f a t t i t u d e s shows c o n s i s t e n t a g r e e m e n t on eight areas. Teachers "agreed" or " s tr o n g ly agreed" t h a t a s p e c i a l ­ i z e d k i n d e r g a r t e n c e r t i f i c a t e / l i c e n s e would i n c r e a s e s k i l l s by tea c h e rs of k in d erg arten c h ild re n . The t e a c h e r s were d i v i d e d i n t h e i r f e e l in g s reg a rd in g whether the elem entary teach in g c e r t i f i c a t e / l i c e n s e p r o v i d e s t h e s k i l l s needed f o r t e a c h e r s t o work w i t h k i n d e r ­ garten children: 32.1 % d i s a g r e e d and 35.8% a g r e e d . Teachers f e l t i t n e c e s s a r y f o r c o u r s e work s p e c i a l l y r e l a t e d t o k i n d e r g a r t e n t o be r e q u i r e d . The k i n d e r g a r t e n t e a c h e r s ' f e e l i n g s r e g a r d i n g i n s e r v i c e were mixed between " d i s a g r e e " ( 2 8 . 4 % ) , " u n d e c i d e d " ( 2 2 . 4 % ) , and " a g r e e " ( 2 3 .9 % ) . T h e r e was no r e a l a g re e m e n t i f i n s e r v i c e t r a i n i n g c o u l d s u b s t i t u t e f o r s p e c i a l i z e d u n i v e r s i t y p r o g ra m s . t e a c h e r s a g r e e d t h a t t h e y do need s p e c i a l Kindergarten s k i l l s not req u ired of 203 upper grade te a c h e r s . Ther e was a l s o a g r e e m e n t by k i n d e r g a r t e n te a c h e rs t h a t the e x te n s iv e use of elem entary te a c h e rs w ith o u t specialized training i s l i k e l y t o r e s u l t i n i n a d e q u a t e programs f o r kindergarten ch ild ren . The f e e l i n g t h a t c o m p e t e n c i e s r e q u i r e d t o teach kindergarten ch id lren are e q u iv a len t to those required fo r successful t e a c h i n g a t any l e v e l was r e j e c t e d by r e s p o n d e n t s . Th e re was s t r o n g a gr e e m e n t by k i n d e r g a r t e n t e a c h e r s t h a t k i n d e r g a r t e n c h i l d r e n a r e d i f f e r e n t from o l d e r c h i l d r e n ; th ere fo re , train in g pro­ grams f o r t h s e c h i l d r e n s h o u l d f o c u s on t h e s e d i f f e r e n c e s . From t h e s e d a t a i t i s p o s s i b l e t o c o n c l u d e t h a t p r a c t i c i n g kindergarten teachers support licen sin g of kindergarten teachers a t a r a t i o of 2 :1. The t e a c h e r s ' a ttitu d e s r e f l e c t th is support. Question Eight Do I n d i a n a t e a c h e r s w i t h k i n d e r g a r t e n l i c e n s e s have a t t i t u d e s to w a rd l i c e n s i n g o f k i n d e r g a r t e n t e a c h e r s d i f f e r e n t from t h o s e o f Michi gan k i n d e r g a r t e n t e a c h e r s w ith o u t lic e n s e s or endorsements? An a n a l y s i s o f v a r i a n c e was us ed t o d e t e r m i n e i f t h e r e were a s i g n i f i c a n t d i f f e r e n c e i n t h e a t t i t u d e s o f I n d i a n a and Michigan k i n d e r g a r t e n t e a c h e r s t ow ard s a l i c e n s e o r e n d o r s e m e n t . A level of .05 was s e t t o show s i g n i f i c a n c e . The e i g h t it e m s us ed t o d e t e r m i n e a t t i t u d e s were combined t o r e p r e s e n t one o v e r a l l a t t i t u d e f o r e ach r e s p o n d e n t . The l e v e l o f s i g n i f i c a n c e f o r f was .94 6. From t h e s e d a t a i t i s p o s s i b l e t o c o n c l u d e t h e r e was no s i g n i f i ­ ca n t d i f f e r e n c e in th e a t t i t u d e s of Indiana t e a c h e r s with k i n d e r g a r ­ t e n l i c e n s e s and Michi gan t e a c h e r s w i t h o u t l i c e n s e s o r e n d o r s e m e n t s . 204 Other Factors The c o n c l u s i o n s r e a c h e d as a r e s u l t o f t h i s s t u d y w er e made p r i m a r i l y by e x a m i n in g d a t a from t h e e n t i r e s u r v e y p o p u l a t i o n . i s p o s s i b l e t h a t c e r t a i n f a c t o r s such as t e a c h e r s ' It ages would have a l t e r e d t h e d a t a o r may have i n f l u e n c e d t h e d a t a i n some w a ys . It i s p o s s i b l e t h a t i f a y o u n g e r sample o f Michigan t e a c h e r s wer e s u r ­ v e y e d , t h e i r r e s p o n s e s would have d i f f e r e d from t h o s e o f t h e o l d e r Michi ga n t e a c h e r s who d i d r e s p o n d . Recommendations C e r t a i n recom men da tions emerged as a r e s u l t o f t h i s s t u d y . These i n c l u d e t h e f o l l o w i n g . 1. A d d i t i o n a l c o u r s e work s h o u ld be o f f e r e d by c o l l e g e s and u n i v e r s i t i e s a t t h e u n d e r g r a d u a t e l e v e l r e l a t e d t o t h e t e a c h i n g of kindergarten. 2. A d d i t i o n a l c o u r s e work s h o u l d be o f f e r e d by c o l l e g e s and u n i v e r s i t i e s a t the graduate level garten. r e l a t e d to the tea c h in g of k i n d e r ­ These i n s t i t u t i o n s s h o u l d c a r e f u l l y examine t h e number o f c o u r s e s r e q u i r e d f o r c e r t i f i c a t i o n a t t h e k i n d e r g a r t e n l e v e l and t h e content of these courses. The i m p o r t a n c e o f and need f o r e x t e n s i v e u n d e r s t a n d i n g i n t h e a r e a o f c h i l d growth and d e v e l o p m e n t was r e i n ­ f o r c e d tim e a f t e r tim e a g a i n by t h e r e s p o n d e n t s o f t h i s s t u d y . 3. Cou rs es o f f e r e d a t t h e u n d e r g r a d u a t e and g r a d u a t e l e v e l s s h o u l d i n c l u d e , b u t s h o u l d n o t be l i m i t e d t o , k i n d e r g a r t e n s t u d e n t t e a c h i n g , k i n d e r g a r t e n f i e l d e x p e r i e n c e s , c h i l d growth and d e v e l o p ­ ment c o u r s e s , k i n d e r g a r t e n c u r r i c u l u m c l a s s e s , g e n e r a l kindergarten methods c l a s s e s , work ing w i t h p a r e n t s , and r e a d i n e s s t e s t i n g . 205 4. Michigan s h o u l d c o n s i d e r a l i c e n s i n g o f k i n d e r g a r t e n t e a c h ­ e r s t o be added t o t h e e x i s t i n g M ich ig an t e a c h i n g c e r t i f i c a t e , o r t h a t i t be r e q u i r e d t h a t s p e c i f i c c o u r s e s r e l a t e d t o k i n d e r g a r t e n must be t a k e n i n u n d e r g r a d u a t e work. 5. Indiana should continue i t s licensing/endorsem ent re q u ire ­ ment f o r k i n d e r g a r t e n t e a c h e r s . I m p lic a tio n s f o r Teacher Education As a r e s u l t o f t h i s s t u d y , t h e f o l l o w i n g i m p l i c a t i o n s may be implied. 1. E a r l y and e x t e n s i v e f i e l d e x p e r i e n c e s a t t h e e a r l y c h i l d ­ h o o d / k i n d e r g a r t e n l e v e l must be a p a r t o f k i n d e r g a r t e n t e a c h e r p r o ­ fessional 2. preparation. U n iv ersity personnel and c o o p e r a t i n g t e a c h e r s mu st be wel l p r e p a r e d t o i d e n t i f y and e v a l u a t e t h e e x t e n t t o which p r o s p e c t i v e k in d e r g a rte n te a c h e rs d em onstrate the q u a l i t i e s of p a t i e n c e , love, f l e x i b i l i t y , and a f f e c t i o n . A t h o r o u g h u n d e r s t a n d i n g o f c h i l d growth and d e v e l o p m e n t i s n e c e s s a r y f o r anyone t o have who works w i t h c h i l d r e n i n n u r s e r y s c h o o l , p r e - s c h o o l , k i n d e r g a r t e n , o r any o t h e r g r a d e . C h i l d r e n a r e r e a l ; t h e y m us t n o t be d e a l t w i t h as u n f e e l i n g t o y s . Data from t h i s s t u d y o v e rw h e lm in g l y s u p p o r t t h a t i t i s v e ry i m p o r t a n t t h a t t e a c h e r s have t h e knowledge n e c e s s a r y t o u n d e r s t a n d t h e v a r i o u s growth s t a g e s of c h ild re n . The i n d i v i d u a l s s e e k i n g t o work w i t h c h i l d r e n mu st have a keen u n d e r s t a n d i n g o f t h e p h y s i c a l , s o c i a l , e m o t i o n a l , and i n t e l l e c t u a l growth o f t h e c h i l d i n o r d e r t o be a b l e t o u n d e r s t a n d t h e u n i q u e n e s s 206 o f e ach o n e . S t u d e n t t e a c h i n g must be more c a r e f u l l y s u p e r v i s e d and p e r h a p s a l o n g e r t i m e a l l o t t e d . S tu d e n t t e a c h e r s perhaps should have more "hands on" e x p e r i e n c e s w i t h c h i l d r e n . Are t h e s u p e r v i s o r s i n c h a r g e o f s t u d e n t t e a c h e r s s c r u t i n i z i n g p r o s p e c t i v e t e a c h e r s c l o s e l y enough? Are t h e y h a v in g many c o n t a c t s i n o r d e r t o make f a i r ju d g me n ts as t o t h e c r e d i b i l i t y o f t h e s e p r o s ­ p ective teachers? Time must be s p e n t i n e v a l u a t i n g c a r e f u l l y t o d e t e r m i n e t h a t a s t u d e n t t e a c h e r has t h e n e c e s s a r y c o m p e t e n c i e s ne ed ed t o be a s e n s i t i v e , c a r i n g , u n d e r s t a n d i n g , l o v i n g t e a c h e r o f young c h i l d r e n . In o r d e r t o be a s u c c e s s f u l t e a c h e r o f young c h i l d r e n , n e c e s s a r y t o t a k e a c l o s e look a t t h e p e r s o n a l candidates e n te rin g the f i e l d of teaching. i t is c h a r a c t e r i s t i c s of S u p e r i n t e n d e n t s and b o a r d o f e d u c a t i o n members s h o u l d s e t g u i d e l i n e s which c l e a r l y i n d i c a t e t h a t marks o r g r a d e p o i n t a v e r a g e s a r e n o t t h e most im po r­ tant criterio n in s e l e c t i n g t e a c h e r s o f young c h i l d r e n . Having a t e a c h e r who has been bumped from a p o s i t i o n i n h i g h s c h o o l o r j u n i o r high placed in a k i n d e r g a r t e n in o rd e r to m a in ta in a p o s i t i o n f o r th a t individual is u n f a i r n o t only to the k in d e rg a rte n c h i l d , but also to the teach er. Unions have a power ful and som et im es n e g a t i v e i m p a c t on some a r e a s o f e d u c a t i o n . I t is im p o rta n t f o r school p e r ­ s o n n e l t o s t a n d back and a s k , "Are we t h i n k i n g o f k i d s o r j u s t te a c h e r placement?" I t takes a pow erful, s t r o n g , determined su p e r­ i n t e n d e n t and a s u p p o r t i n g b oa rd o f e d u c a t i o n t o t a k e a f i r m s t a n d and demand t h a t t h e p l a c e m e n t o f t e a c h e r s i s i n t h e b e s t i n t e r e s t o f chiIdren. 207 In o u r b e s t way a r e we n o t o n l y l o o k i n g a t t h e fo rm a l p r e p a r a ­ t i o n o f t h e s e c a n d i d a t e s , b u t a l s o a t t h e s u i t a b i l i t y and p s y c h o l o ­ g i c a l f i t n e s s o f each p e r s o n ? Are we g e t t i n g t o t h e p o i n t i n time p e r h a p s where l i c e n s i n g would be a p p r o p r i a t e i n o r d e r t o t e a c h t h e young c h i l d ? In t h i s c a s e , more c h i l d growth and b e h a v i o r c o u r s e s would be m andatory, and p e r h a p s i n t h i s way t h e b e s t t e a c h e r s would be i n o u r e a r l y g r a d e s . I n o r d e r t o have e x c e l l e n c e i n e d u c a t i o n , we c a n n o t s t a r t when s tu d e n ts reach high sc h o o l. form ative y e a rs . E x c e lle n ce in e d u c a tio n begins in the I t b u i l d s from y e a r t o y e a r . t i o n from p r e - s c h o o l With a s t r o n g f o u n d a ­ and on g o i n g , t e s t s c o r e s may show s i g n i f i c a n t differences. Recommendations f o r F u t u r e Study 1. I t i s recommended t h a t an i n d e p t h s u r v e y o f t e a c h e r t r a i n i n g institutions in M ich ig an be made t o d e t e r m i n e t h e c o n t e n t o f programs which meet t h e n ee ds o f s t u d e n t s a s p i r i n g t o be k i n d e r g a r t e n t e a c h e r s and c i t e e x e m p l a r y p r o g r a m s . 2. I t i s recommended t h a t a s i m i l a r s t u d y be c o n d u c t e d by g a t h e r i n g d a t a by o b s e r v a t i o n and n o t r e l y i n g on t e a c h e r p e r c e p t i o n s and t e a c h e r o p t i o n t o r e t u r n a s u r v e y i n s t r u m e n t . 3. I t i s recommended t h a t a l o n g i t u d i n a l study to a s se s s the i m p a c t o f I n d i a n a l i c e n s i n g r e q u i r e m e n t s on t h o s e who a c t u a l l y a r e t e a c h i n g k i n d e r g a r t e n in I n d i a n a be c o n d u c t e d . t o have a l l How long w i l l kindergarten teachers kindergarten licensed? p r o g r e s s i s made y e a r l y ? Will t h e l i c e n s i n g l a s t ? i t take How much 208 4. I t i s recommended t h a t a s i m i l a r s t u d y be c o n d u c t e d by s a m p l in g a l a r g e r p o r t i o n o f t h e Michigan p o p u l a t i o n . E p i l o g u e o r Comments A f t e r c o m p l e t i n g my s t u d y , I f i n d m y s e l f l o o k i n g a t my r o l e as an i n s t r u c t i o n a l l e a d e r i n k i n d e r g a r t e n and s e e i n g much, much more c l e a r l y t h e g r e a t t a s k b e f o r e me. o l d s , ancious to le a r n a ll b i li ty is frightening. age w i l l I s e e a gro up o f e a g e r f i v e y e a r t h a t I s e t b e f o r e them. My r e s p o n s i ­ How I d e a l w i t h c h i l d r e n a t t h i s t e n d e r have a l a s t i n g a f f e c t on t h e i r e d u c a t i o n a l life. APPENDIX CERTIFICATION REQUIREMENTS T e a c h e r s in t h e s t a t e o f Michi ga n who wis h t o be c e r t i f i e d to t e a c h t h e e a r l y c h i l d h o o d s t u d e n t have u n d e r g r a d u a t e and g r a d u a t e level o p tions. An u n d e r g r a d u a t e minor o f 20 s e m e s t e r h o u r s in e a r l y c h i l d h o o d e d u c a t i o n can be p a r t o f an i n i t i a l cate. or co n tinuing elementary c e r t i f i ­ The f o l l o w i n g c o l l e g e s and u n i v e r s i t i e s c u r r e n t l y o f f e r t h i s minor ( r e q u i r e m e n t s v a r y from sc h o o l t o s c h o o l ) : Western Michigan U n i v e r s i t y , C e n t r a l Michigan U n i v e r s i t y , Grand V a l l e y S t a t e C o l l e g e , H i l l s d a l e C o l l e g e , Marygrove C o l l e g e , Mercy C o l l e g e , Michi gan S t a t e U n i v e r s i t y , N a z a r e t h C o l l e g e , S i e n a H e i g h t s C o l l e g e , and S p r i n g Arbor Col l e g e . The Michi gan D e p a r tm en t o f E d u c a t i o n does n o t i s s u e a p r e s c h o o l ( e a r ly childhood) c e r t i f i c a t e . m ino r on any c e r t i f i c a t e . E a r l y c h i l d h o o d e d u c a t i o n can be a The Michi gan De pa rtm en t o f E d u c a t i o n i s t h e on l y c e r t i f y i n g agency in M ic h i g a n . At t h e g r a d u a t e l e v e l , a "ZA" e n d o r s e m e n t i s a v a i l a b l e upon c o m p l e t i o n o f 18 s e m e s t e r h o u r s . ments v a r y . As w i t h t h e m i n o r , c o u r s e r e q u i r e ­ A c c o r d in g t o t h e Michigan De pa rtm en t o f E d u c a t i o n , a number o f c o l l e g e s and u n i v e r s i t i e s o f f e r t h i s e n d o r s e m e n t . The C h i l d Development A s s o c i a t e C r e d e n t i a l (CDA) i s n o t c u r ­ r e n t l y r e c o g n i z e d as an a l t e r n a t i v e t o an e a r l y c h i l d h o o d e d u c a t i o n minor o r "ZA" e n d o r s e m e n t in M ic hi ga n. The CDA c r e d e n t i a l is a c o m p e t e n c y - b a se d c r e d e n t i a l f o r s t a f f w or ki ng w i t h c h i l d r e n ages t h r e e t o f i v e in a group s i t u a t i o n . f i c a t i o n f o r personnel Michigan does n o t r e q u i r e c e r t i ­ in p u b l i c - s u p p o r t e d a n d / o r p r i v a t e - s u p p o r t e d s e t t i n g s f o r c h i l d r e n ages z e r o t o age e i g h t . 209 210 North C e n t r a l A s s o c i a t i o n o f C o l l e g e s and S c h o o l s , u n d e r S t a n ­ d a r d IV: The P r o f e s s i o n a l S t a f f , lists se p ara te requirem ents f o r b o t h p r e - e l e m e n t a r y and e l e m e n t a r y e d u c a t i o n t e a c h i n g s t a f f . C u r r e n t l y , t h e N a t i o n a l A s s o c i a t i o n f o r t h e E d u c a t i o n o f Young C h i l d r e n (NAEYC) has been d e v e l o p i n g a n a t i o n w i d e v o l u n t a r y a c c r e d i ­ t a t i o n s y s te m f o r e a r l y c h i l d h o o d c e n t e r s and s c h o o l s A ccreditation P ro je c t. (CAP), C e n t e r In t h e n e a r f u t u r e , t h e NAEYC's g o v e r n i n g bo ard w i l l be c o n s i d e r i n g t h e v a r i o u s p a r t s o f t h e c r i t e r i a f o r high q u a l i t y e a r l y c h i l d h o o d p r o g ra m s, The f o l l o w i n g t a b l e i l l u s t r a t e s one p a r t o f t h i s pro gram . Pr op os ed T i t l e s , R e s p o n s i b i l i t i e s , and T r a i n i n g R e q u i re m e n t s Level o f P r o f e s s i o n a l R esponsibility T r a i n i n g R e q u i re m en t s Level 1- - E a r l y C hi ld ho od A ssistant P r e p r o f e s s i o n a l w o r k e r s who c a r r y o u t program a c t i v i t i e s un d e r s u p e r v i s i o n o f p r o f e s ­ sional s t a f f P a r t i c i p a t i o n in p r o f e s s io n a l d e v e lo p m e n t programs Level 2 - - E a r l y C h il d h oo d Teacher P r o f e s s i o n a l s who a r e i n charge of groups of chiIdren At l e a s t a C h i l d Development A s s o c i a t e (CDA) c r e d e n t i a l o r an AA d e g r e e i n e a r l y c h i l d ­ hood e d u c a t i o n / c h i l d d e v e l o p ment and a t l e a s t one f u l l year of teaching experience Level 3 - - E a r l y C h i l d h o o d Specialist P r o f e s s i o n a l s who d i r e c t e d u c a t i o n a l programs in e a r l y childhood c e n t e r s , s u p e r v i s e and t r a i n s t a f f , and d e s i g n c u r r i c u l u m At l e a s t a BA d e g r e e in e a r l y childhood e d u c a tio n /c h ild d e v e lo p m e n t which i n c l u d e s o r i s s u p p l e m e n t e d by a t l e a s t one y ear of f u ll - t im e experience w or ki ng w i t h young c h i l d r e n , and a l s o i n c l u d e s t r a i n i n g and e x p e r i e n c e in s u p e r v i s i o n of a d u l t s , c u r r i c u l u m d e s i g n , and s t a f f d e v e lo p m e n t from Young C h i l d r e n (November, 1983) 211 From an a r t i c l e A pril, in t h e J o u r n a l o f T e a c h e r E d u c a t i o n (March- 1 9 8 2 ) , t h e f o l l o w i n g e x c e r p t s r e f l e c t some a d d i t i o n a l insight on t h e i s s u e o f e a r l y c h i l d h o o d c e r t i f i c a t i o n . E a r l y c h i l d h o o d t e a c h e r e d u c a t i o n i s a r e l a t i v e l y new a c t i v i t y f o r m o st i n s t i t u t i o n s , w i t h o v e r h a l f (57.6%) b e i n g in e x i s t e n c e f o r 10 y e a r s o r l e s s . Almost twot h i r d s o f t h e programs (64.8%) a r e housed i n d e p a r t m e n t s o r c o l l e g e s o f e d u c a t i o n r a t h e r t h a n c h i l d d e v e lo p m e n t o r sim ilar units. The overwhelming m a j o r i t y o f t h e s e p r o ­ grams (87.8%) l e a d t o s t a t e t e a c h e r c e r t i f i c a t i o n . In more t h a n h a l f o f t h e i n s t i t u t i o n s r e p o r t i n g , 60% o r more o f t h e s t u d e n t s r e c e i v e dual c e r t i f i c a t i o n , p r i m a r i l y e a r l y c h i l d h o o d and e l e m e n t a r y c e r t i f i c a t e s . Most o f t h e i n s t i t u t i o n s o f f e r p re p a ra tio n a t the B a c h e lo r's degree l e v e l (88%), w h i l e more t h a n h a l f o f f e r M a s t e r ' s d e g r e e l e v e l programs (54%). In a d d i t i o n , many e a r l y c h i l d h o o d p r a c t i t i o n e r s a r e p r e p a r e d i n community c o l l e g e s in t w o - y e a r A s s o c i a t e of A r t s d e g r e e p r o g r a m s , in o n e - y e a r p r o g r a m s , o r i n f i e l d b as ed programs p r e p a r i n g i n d i v i d u a l s f o r t h e C h i l d Development A s s o c i a t e C r e d e n t i a l . These programs may o r may n o t be c o n s i d e r e d as t e a c h e r p r e p a r a t o r y and t h e y do n o t l e a d t o s t a n d a r d t e a c h i n g c r e d e n t i a l s . One o f t h e i m p r e s s i o n s gi v e n in t h e f i e l d o f e a r l y childhood educatio n is t h a t the v a s t m a jo r ity o f i t s p r a c t i t i o n e r s a r e p r e p a r e d i n c h i l d d e v e lo p m e n t o r home economics p r o g ra m s . T h i s does n o t seem t o be t h e c a s e in t h e programs s u r v e y e d i n t h i s s t u d y . The r e s p o n d e n t s were p r i m a r i l y housed in e d u c a t i o n u n i t s w i t h i n t h e i r i n s t i t u t i o n s and seemed t o have c l o s e t i e s w i t h p r o ­ grams p r e p a r i n g e l e m e n t a r y t e a c h e r s as e v i d e n c e d by t h e dual c e r t i f i c a t i o n a v a i l a b l e . Michigan c e r t i f i c a t i o n laws r e g a r d i n g t e a c h e r s o f k i n d e r g a r t e n / e a r l y c h i l d h o o d a r e v a s t l y d i f f e r e n t from t h o s e o f t h e s t a t e o f Indiana. In T i t l e 530 o f t h e Commission on T e a c h e r T r a i n i n g and L i c e n s i n g , as d e s c r i b e d i n t h e I n d i a n a R e g i s t e r , s e c t i o n 1 .5 3 0 1 AC 2-H c l e a r l y d e s c r ib e s th e e a r l y childhood e d u c a tio n l i c e n s e , c a t i o n s , c o v e r a g e , and e n d o r s e m e n t s . its q u a lifi­ 212 For a more d e t a i l e d lo o k a t c e r t i f i c a t i o n r e q u i r e m e n t s o f ' t e a c h e r s o f young c h i l d r e n f o r a l l t h e U n i t e d S t a t e s , A Survey of S t a t e C e r t i f i c a t i o n R e q u i re m en t s o f T e a c h e r s o f Young C h i l d r e n (NAEYC, 1983, e d i t e d by B o u v e r a t , S ke en , and York) would be an e x c e l ­ l e n t inform ation source. 213 April, 1985 15321 W i n d m i l l P o i n t e D r i v e G r o s s e Pointe P a rk , M ichigan 48 2 30 D e a r Colleague: In r e c e n t y e a r s t e a c h e r c o m p e t e n c i e s h a v e r e c e i v e d a g r e a t d e a l of a tte n tio n . I a m in v e stig a tin g th e se c o m p e te n c ie s at the k i n d e r g a r t e n l e v e l , a n d t h e i m p a c t of c e r t i f i c a t i o n ( l i c e n s i n g ) on t h e a t t a i n m e n t of these com petencies. A s u r v e y is b e i n g c o n d u c t e d to a s s e s s y o u r o p i n i o n s a n d p e r c e p t i o n s about k i n d e r g a r te n t e a c h e r c o m p e te n c ie s and y our p r o f e s s i o n a l p r e p a r a t i o n a n d c e r t i f i c a t i o n . T h i s s u r v e y i n s t r u m e n t is b e i n g s e n t to a s a m p l e of k i n d e r g a r t e n t e a c h e r s in M i c h i g a n a n d I n d i a n a . I a m e n c l o s i n g t h e s u r v e y i n s t r u m e n t f o r you to c o m p l e t e . T h e n u m b e r of e d u c a t o r s b e i n g s u r v e y e d is r e l a t i v e l y s m a l l , t h u s , y o u r i n p u t is e x t r e m e l y v a l u a b l e . F o r t h e r e s u l t s of t h e s u r v e y to be t r u l y r e p r e s e n t a t i v e , it is i m p o r t a n t f o r you to c o m p l e t e t h e q u e s t i o n n a i r e a n d r e t u r n it. I k n o w t h e s c h o o l y e a r is e n d i n g a n d t h e r e a r e m a n y d e m a n d s on a t e a c h e r , but I w o u l d be v e r y a p p r e c i a t i v e if yo u c o u l d r e s p o n d w i t h i n two w e e k s . You m a y be a s s u r e d of c o m p l e t e c o n f i d e n t i a l i t y . T h e r e t u r n e n v e l o p e is b r i g h t l y c o l o r e d to a i d in s o r t i n g . T h e n u m b e r a p p e a r i n g o n th e e n v e l o p e is f o r m a i l i n g p u r p o s e s o n ly . T h i s is s o y o u r d a m e o r s c h o o l m a y be c h e c k e d off th e m a i l i n g l i s t w h e n y o u r q u e s t i o n n a i r e is r e t u r n e d . Y o u r n a m e , s c h o o l , o r n u m b e r w i l l N E V E R be p l a c e d on t h e c o m p l e t e d questionnaire. T h a n k yo u so m u c h f o r y o u r p a r t i c i p a t i o n . Since rely, Jeanne H urley M aksym 214 April 9, 1985 Dear Fellow Kindergarten Teacher: , t I am a graduate student at MSU doing my research for the doctor’s degree, investigating perceptions of those of us who work with kindergarten children. I need your help. I hope you will share with me your perceptions on the enclosed questionnaire. It takes approximately twenty minutes to complete the questions. Your answering will be completely voluntary and kept completely confidential and anonymous. Your answers will be consolidated with responses from other kindergarten teachers from Indiana and Michigan. If you would like a summary of results when the study is finished, please return to me the self-addressed enclosed post card and include your mailing address. Your return of the questionnaire itself will constitute your consent for me to use your replies in my study. Thanks for your very important help. Very sincerely, . Jeanne Hurley Maksym Kindergarten Teacher JHM encl. 215 A p r il 2 7 , 1985 15321 W indm ill P o in te D rive C rosse F o in te Park, Michigan ij-8230 Dear C ollea g u e: About two weeks ago a q u e stio n n a ir e seek in g your id e a s about k in d erg a rten and your p rep a ra tio n to te a c h k in d ergarten was m ailed to you. Your name was s e le c t e d because you have an Indiana k in d ergarten li c e n s e or en d o rsemen t . P le a s e com plete and retu rn th e q u e s tio n n a ir e . Because i t has been sen t to on ly a sm a ll number o f p e o p le, i t i s extrem ely im portant th a t your o p in io n s be in clu d ed in th e stud y i f th e r e s u lt s are to a c c u r a te ly rep re se n t th e id e a s o f p eop le w ith th e li c e n s e or endorsem ent. P le a s e com plete th e q u e s tio n n a ir e even i f you are not te a c h in g k in d ergarten t h i s y ea r a s th e number o f in d iv id u a ls p o s s ib le to survey i s so lim ite d . I f by some chance you d id not r e c e iv e th e q u e stio n n a ir e o r i f i t was m isp la ced , p le a se c a l l me now, c o l l e c t (313~32^-058^) and I w i l l m ail you an o th er one tod ay. Jeanne Hurley t’aksym 216 I WOULD LIKE TO RECEIVE A SUMMARY OF YOUR FINDINGS. MY MAILING ADDRESS IS: 217 Final R ules TITLE 530 COMMISSION ON TEACHER TRAINING AND LICENSING L SA D ocum ent #84-27(F) D IG EST A m ends several sections in 530 IAC 2-1 and 2-2 to provide for proposed ru le changes. These proposed changes include the following: increase the experience re q u ire m e n ts from th ree (3) y ears to five (5) y ears for th e professional license; adds th e ethnic, c u ltu ra l and disability aw areness re q u ire m e n t to the following l i c e n s i n g p a t t e r n s ; e a r l y c h il d h o o d , j u n i o r high/m iddle school, secondary, all g rades; a change in th e science m ajo r as it applies to the m athem atics p rim a ry and su p p o rtin g areas; clarification of the re q u ire m e n ts for the school psychologist I license, revocation ru le change as re q u ire d by IC 20-1-21.6-7; adds 530 IAC 2-3 concerning continuing education for teachers, instructional supervisors, school service personnel, and a d m in istrato rs to re q u ire th a t holders of such licenses com plete coursew ork or CRUs in ord er to Veep th e ir license valid and to provide'for certain Indiana Register, Volume 7, N um ber 9, A ugust 1, ilSsi 1823 Final R u les 218 technical changes. Also rep eals 530 IAC 2-1-7; 530 IAC 2-1-8: 530 IAC 2-1-10; 530 IAC 2-1-11 and 530 IAC 2-112. E ffective 30 days a fte r adoption approval and filin g a re com plete. R E V IS O R 'S N O T E : P u rsu a n t to P.L. 20-198*. S E C T IO N 2l>6‘ rules o f the com m ission on teacher tra in in g a n d licensing file d w ith the secretary of state be fore J u ly 1. iy8ishc.U be treated as i f coopted by the state board o f education. In res-ponse. the revisor w ill assign Title 511 to the state board of e.i ication and w ill renum ber the p r o v is io n o f this rule dv- - i.nt as 511 IA C S fo r publication in the 1985 Cum *..aiive S upplem ent o f the In d ia n a A d m in istra tiv e Code. The fin a l rule was edited to reflect revisor's style. 530 IAC 2-1-57 530 IAC 2-1-58 530 IAC 2-1-59 530 IAC 2-1-60 530 IAC 2-1-61 530 IAC 2-1-62 530 IAC 2-1-63 530 IAC 2-1-64 530 IAC 2-1-65 530 IAC 2-1-66 530 IAC 2-1-67 530 IAC 2-1-68 530 IAC 2-1-69 530 IAC 2-1-70 530 IAC 2-1-71 530 IAC 2-1-72 530 IAC 2-1-73 530 IAC 2-1-74 530 IAC 2-1-75 £30 IAC 2-1-76 530 IAC 2-1-77 530 IAC 2-1-78 530 IAC 2-1-79 530 IAC 2-1-80 530 IAC 2-1*81 530 IAC 2-2-10 530 IAC 2-3 530 IAC 2-1-1 530 IAC 2-1-2 530 IAC 2-1-3 530 IAC 2-1-4 530 IAC 2-1-5 530 IAC 2-1-6 5SO IAC 2-1-7 530 IAC 2-1-8 530 IAC 2-1-10 530 IAC 2-1-11 530 IAC 2-1-12 530 IAC 2-1-13 530 IAC 2-1-14 530 IAC 2-1-15 530 IAC 2-1-16 530 IAC 2-1-17 530 IAC 2-1-18 530 IAC 2-1-19 530 IAC 2-1-20 530 IAC 2-1-21 530 IAC 2-1-22 530 IAC 2-1-23 530 IAC 2-1-24 530 IAC 2-1-25 530 IAC 2-1-26 530 IAC 2-1-27 530 IAC 2-1-28 530 IAC 2-1-29 530 IAC 2-1-30 530 IAC 2-1-31 530 IAC 2-1-32 530 IAC 2-1-33 530 IAC 2-1-34 530 IAC 2-1-35 530 IAC 2-1-36 530 IAC 2-1-37 530 IAC 2-1-38 530 IAC 2-1-39 530 IAC 2-1-40 530 IAC 2-1-41 530 IAC 2-1-42 530 IAC 2-1-43 530 IAC 2-1-44 530 IAC 2-1-45 530 IAC 2-1-46 530 IAC 2-1-47 530 IAC 2-1-48 530 IAC 2-1-49 530 IAC 2-1-50 530 IAC 2-1-51 530 IAC 2-1-52 530 IAC 2-1-53 530 IAC 2-1-54 530 IAC 2-1-55 530 IAC 2-1-56 S E C T IO N 1. follows; 530 IAC 2-1-1 is am ended to read as (W(A) G eneral E d u e id o n 40 Sem ester H ours (aXi) L a goaee a rts --T h is a rea shall be de­ signed to develop appreciation, knowledge and u n d e rstan d in g of w orld lite ratu re and shall alw ays include c h ild ren ’s lite ra tu re and nine (9) sem ester hours of oral and w ritte n expression. (bXii) S J e n c e —This a re a shall be designed to develop b re a d fu n c tio n al u n d e rsta n d in g of conservation and the physical, biological and earth sciences, a : in te g rativ e approach shall be used w henever possible. (e)(iii) Social s tu d ie s —T his a re a sh all be d e s i g n e d to d e v e i o p u n d e r s t a n d i n g of c o n te m p o ra ry c iv d iz a t.o n , econom ics a n d g o v e rn m e n t, c u r r e n t so c ial p ro b le m s a n d m odern fam ily life, and shall alw ays include a course in U.S. history and a course in world civilization. A n in te g rativ e approach shall be used w henever possible. (d )(iv ) M a th e m a tic s —T h is a r e a s h a ll be designed to develop broad functional knowledge and u n d e rsta n d in g of the c h a ra c te r and develop­ m ent of n u m b er system s and skill in use of n um ­ bers. These shall be a d ap ted to m eet the needs of elem entary school teachers. (e)(v) A rts—This a re a shall be designed to develop a ppreciation and skills in m usic and a rt. (6(vi) E lectives from general education shall alw ays include physical activities for the young child. (3)(B) S ubject m a tte r C oncentration 24 Sem ester H ours A n in- lepth m in o r a re a such as sociology, psychology or hom e economics. (3)(C) Professional E d ucation 530 IA C 2-1-1 E a r ly c h ild h o o d e d u c a tio n license; qualificatio n s; co v erag e; endorse­ m e n ts Authority: IC 20-1-1-4 Affected: IC 20-5-16; IC 20-6.1-3-3 Sec. 1. E A R L Y C H IL D H O O D E D U C A T IO N : ffi(a) C andidates will be qualified for the sta n d ard license in early childhood education w hen they have: (A X l) Received a b a cc ala u rea te d egree from an institution of h ig h e r education accred ited to offer u ro g ram s in tea ch e r education. (B ; ?) Com plete;: ..u u n d e rg ra d u a te p ro g ram cons is:'.ig (.." a m in im u m of 124 sem ester hours s u tcu red as follows: T he professional com ponent shall begin early in the stu d e n t’s educational career. Laboratory experiences shall be initiated as soon as possible and continued th ro u g h o u t the student's program of p re p ara tio n . T his com ponent shall alw ays include a t least nine (9) w eeks of full-tim e stu d e n t tea ch in g in the late r stages of the u n d erg rad u ate p ro g ram and be sponsored by the teacher educa­ tion institution. A ttention shall be given to cognitive, affective and psychom otor facets of education and to both individual and group pro­ cesses of teaching. E v ery effort shall be m ade to include experiences in education of m inority groups and the handicapped. The professional education com ponent shall include: feXi) H um an gro w th a n d learning (infancy to age 8). 7, N um ber 9, A ugust 1, 198A 1824 In d ia n a Register, Volume 40 Sem ester H ours Final R ules 219 (bXii) L aboratory experiences w hich shall in­ clude course w ork and p ra ctic a l experiences w ith individual children and p aren ts. (e)(iii) C u rricu la and p ro g ram s for young chil­ dren alw ays including re a d in g readiness. (iv) E th n ic , c u ltu r a l a n d d isa b ility a w a r e ­ ness. (dXv) N ine (9) w eeks of full-tim e stu d e n t teaching a t the level covered by this license. (4)(D) E lectives 20 S em ester H ours The elective com ponent of the tea ch e r p re p a ra ­ tion p ro g ram shall provide the teach er c andidate w ith o p p o rtu n ity for se lf-d e te rm in a tio n of courses w hich shall add b re a d th a n d /o r depth to the u n d e rg ra d u a te experience. (G)(3) Been recom m ended for licensing by the institution of h ig h er education g ra n tin g the degree. (H )(b) Coverage: The tea ch e r licensed in early childhood education is eligible to teach all subjects in p re -k in d e rg arten classes. (H I)(c) Renewal: The S ta n d ard License in E a rly Childhood E ducation m ay be renew ed fo r one 5-y e a r a£ 10 J UuUft niiww tU V > * -■ fp y Uvl lUU X lw fiAmnlrtlrtn w!ll|/lvlJlvII v t TS O CIRvav C TKniiyn nUQTa uT thfo license and with the rceomrnendation ef the vnrs u i a t i h i t i A n lu h n w a t li a it sow l vUuii/ii wttvrc A ittft I i f m n n a h ww n /i n p rc n c irtn urvuxv w ud vuixicu cu sp e c ifie d in 530 IA C 2-3. (P /)(d ) Professionalization: T he sta n d a rd license in early childhood education m ay be professionalized w hen the holder has: (A)(1) C om pleted th re e fiv e (5) y ears of teaching experience in accredited schools a t the level covered by the license and subsequent to the issuance of the S ta n d a rd License. (B)(2) Com pleted an a p p ro p ria te m a s te r’s degree from an in stitution regionally accredited to offer g ra d u a te degrees. (G)(3) Com pleted fifte e n (15) sem ester hours in e arly childhood education a t the g ra d u a te level a t an institution regionally accredited to offer g ra d u a te p ro g ram s in e arly childhood education. (Note: C andidates w ith additional teach in g areas or endorsem ents m ay professionalize those a reas upon the com pletion of th r e e (3) sem ester hours of coursew ork in the su b ject m a tte r area.) T he addition of aerospace and in te rd isc ip lin ary cooperative educa­ tion will not re q u ire any additional coursew ork in o rd e r to be professionalized. (B)(4) Been recom m ended for the professional license by the institution g ra n tin g the m a s te r’s degree. E a rly childhood additions. The sta n d a rd or profes- sional license in early childhood education m ay be extended in su b ject a re a coverage upon com pletion of a p p ro p ria te endorsem ents o r teaching m inors as described in R ule 46; Se ctio n 7 530 IA C 2-1-13. The co v era g e of such a d d itio n s is lim ite d to p re ­ k in d erg a rte n classes w ith the exception of all g ra d e m inors in recreation, audiovisual services and school lib ra ry services w hich a re valid in g ra d es K-12. The addition of the k in d e rg a rte n endorsem ent to the license in e arly childhood education qualifies the holder to teach k in d e rg a rte n as well as p re -k in d e r­ g a rte n classes. Before an addition can be m ade to the professional license, the can d id ate m ust com plete the profes­ sio n a liz atio n c o u rse w ork re q u ire m e n ts for th e e n d o r s e m e n t o r te a c h in g m in o r b e in g a d d e d . C andidates a re u rg e d to lim it all additions to areas w hich com plem ent and a u g m en t the license in early childhood e d u ca tio n .T h e follow ing endorsem ents and tea ch in g m inors a re considered ap p ro p ria te additions to the license in e arly childhood education: A udiovisual services B ilingual and b icu ltu ral proficiency E th n ic and c u ltu ra l studies F a m ily life education G ifted and talented H ealth education K in d erg arten Music Physical education R eading School lib ra ry services Special education V isual a rts T each er education institutions a re encouraged to develop endorsem ents and teach in g m inors th a t are designed specifically to m eet the needs of the early childhood teacher. (C om m ission on Teacher T raining a n d Licensing; R ule 46, Sec 1; file d Dec 10, 1975, 2:50 pm : R ules and Regs. 1976, p. 175; file d N ov 3, 1981, 12:1,5 pm : 4 I R 2806; file d Sep 22, 1982, 9:32 am : 5 IR 2352; file d J u n 12, 1984. 3:10 pm) SE C T IO N 2. follows: 530 IAC 2-1-2 is am ended to read as 5 3 0 IA C 2-1-2 K in d e r g a r te n - p r im a r y e d u c a tio n license; q u a lific a tio n s; c o v e ra g e ; e n d o rs e m e n ts Authority: IC 20-1-1-4 Affected: IC 20-6.1-2-1; IC 20-6.1-3-3 Sec. 2. KIN D E R G A R T E N PR IM A R Y S DUCAIT O N r (R(a) C andidates will be qualified for the stan- IndianaRegister, Volume7. N um ber 9, A ugust 1, 1984 1825 -- Final R u les ---------------------- 220 d a rd license in k in d e rg a rte n -p rim a ry education when they have: (A)(1) Received a b a cc ala u rea te d egree from an institution of h ig h er education accredited to offer p rogram s in tea ch e r education. (B)(2) C om pleted an u n d e r g ra d u a te p ro g ra m consisting of a m inim um of 124 sem ester hours stru c tu re d as follows: (4)(A) G eneral E du catio n 40 S em ester H ours (eXi) L anguage a r ts —T his a re a shall be de­ signed to develop appreciation, know ledge and un d erstan d in g of w orld lite ra tu re and shall alw ays include nine (9) sem ester hours of oral and w ritte n expression. (bXii) Science—T his a re a shall be designed to develop b ro a d fu n c tio n a l u n d e rs ta n d in g of conservation and the physical, biological and e arth sciences. An in te g rativ e approach shall be used w henever possible. (e)(iii) Social stu d ies—T his a re a shall be de­ s i g n e d to d e v e l o p u n d e r s t a n d i n g o f c o n te m p o ra ry c iv iliz a tio n , e co n o m ic s a n d g o v e rn m e n t, c u r r e n t so c ial p ro b le m s a n d m odern fam ily life, and shall alw ays include a course in U.S. history and a course in world civilization. An in te g rativ e approach shall be used w henever possible. (d)(iv) M athem atics—This a re a shall be de­ signed to develop broad functional knowledge and u n d e rstan d in g of th e c h a ra c te r and develop­ m ent of n u m b er system s and skill in use of n um ­ bers. These shall be a d ap ted to m eet the needs of elem entary school teachers. (e)(v) A rts—T his a re a shall be designed to develop appreciation and skills in m usic and a rt. (f)(vi) E lectives from general education shall alw ays include physical activities for the young child. (3)(B) Subject M atter Concentration 30 S em ester H ours Content and skills related to k in d erg a rte n p rim a ry instruction, including: (aXi) G row th and developm ent of the young child. (b)(ii) E arly childhood education. (e)(iii) H ealth and n u trition. (d)(iv) P a re n t education. (e)(v) Physical activities for the young child. (fXvi) L anguage a rts to a u g m e n t req u irem en ts indicated in general education (see above) and alw ays including ch ild ren ’s lite ra tu re . te)(vii) E lectives. (3)Kv) A rts —This a re a shall be designed to develop appreciation and skills in m usic and a rt. (fH vi) E lectives—T his a re a shall be designed to develop un d erstan d in g , know ledge and compe­ tence relative to physical and m ental health, com m unicative exceptionality, safety education, recreation, physical activity and nutrition. (3)(B) Professional E ducation 30 S em ester H ours The professional com ponent shall begin early in the stu d e n t’s educational career. L aboratory experiences shall be initiated as soon as possible and continued th roughout the student's p ro g ram of p re p ara tio n . T his com ponent shall alw ays include a t least nine (9) weeks of full-tim e student teaching in the la te r stages of the u n d e rg ra d u a te pro g ram and be sponsored by the teacher educa­ tion institution. A ttention shall be given to cogni­ tive, affective and psychom otor facets of educa­ tion and to both individual and group processes of teaching. E very effort shall be m ade to include experiences in education of m inority goupa g ro u p s and the handicapped. The professional education com ponent shall include: (a)(i) F o u n d a tio n s of e d u c a tio n —T his shall develop the basis of the presen t educational system , the n a tu re of its social im pact and future im p l i c a t io n s a s s e e n th r o u g h h i s t o r ic a l, sociological and philosophical foundations of education. (bHii) E ducational psychology—T his shall not only introduce the candidate to the field of psychology but develop an aw areness of the grow th and developm ent of the child in the educa­ tional process th ro u g h the preadolescent period. (e)(iii) M ethods and m a te ria ls —T h is shall em phasize instructional processes ap p ro p ria te for elem entary children and appreciation for the k in d s of h a r d w a re a n d so ftw a re th a t w ill facilitate instruction. (dX iv) S p ecific and c o n tin u in g p re -s tu d e n t teaching field experiences b eginning as early as possible in the can d id ate’s p rogram . The elective com ponent of the teach er p re p a ra ­ tion p ro g ram shall provide the teacher education c andidate w ith oppo rtu n ity for self-determ ina­ tion of courses w hich shall add b re a d th a n d /o r depth of the u n d e rg ra d u a te experience. (G)(3) Been recom m ended for licensing by the institution of h ig h e r education g ra n tin g the degree. ( I I ) ( b ) C o v e ra g e : T h e t e a c h e r lic e n s e d in elem en tary education is eligible to teach all subjects in g ra d es 1-6 and in non-departm entalized g ra d e s 7 and 8. (fH ) (c ) R e n e w a l: T h e S ta n d a r d L ic e n se in E le m en tary E ducation m ay be renew ed fa? on e 5-yoar period upeft co m p let ion o f 43 sem este r h o u rs of th is lieen e e a n d w ish she reeom m endatio n e f th e iw r*4 ttnivysw m i /vw w I K/\ ivttirt 1 aoa/Ii i inrtw a n wtia n no ttlCtt VutUt/lt T VI Ivlv viXv tvtlCrTTtl vTvTnu Vruu Cumvu U O sp e c ifie d in 530 IA C 2-3. (TV)(d) P rofessionalization: T he sta n d a rd license in elem entary education m ay be professionalized w hen the holder has: (A)(1) C om pleted th re e fiv e (5) y ears of teach in g experience in a ccred ited schools a t the level covered by the license a n d sub seq u en t to the issuance of the S ta n d a rd License. (B)(2) Com pleted an a p p ro p ria te m a s te r’s degree from an in stitution regionally accredited to offer g ra d u ate degrees. (G)(3) C om pleted fifte e n (15) sem ester hours in elem entary education a t th e g ra d u a te level a t an institution regionally a ccred ited to offer g ra d u a te p ro g ram s in e le m en tary education. (Note: C andi­ d ates w ith additio n al tea ch in g areas or endorse­ m ents m ay professionalize those a reas upon the com pletion of t h r e e (3) sem ester hours of coursew ork in the su b je ct m a tte r area.) T he addition of aerospace and in te rd isc ip lin ary cooperative educa­ tion w ill not re q u ire any additional coursew ork in o rd e r to be professionalized. (G)(4) Been recom m ended for the professional In d ia n a Register. Volume 7, N um ber 9. A ugust 1, 198i 1828 Final R u les 223 license by the institution g ra n tin g the m a s te r’s degree. E lem en tary additions. The s ta n d a rd o r professional license in elem entary education m ay be extended in subject a rea coverage upon com pletion of a p p ro p ria te endorsem ents nr teaching m inors as described in R ule 46; Seetie n 2 530 IA C 2-1-13. The coverage of such additions is lim ited to g ra d es 1-6 and non-departm entalized grades 7 and 8 w ith the exception of all g ra d e m inors in recreation, audiovisual services and school lib rary services w hich a re valid in g ra d es K-12. The addition of the k in d e rg a rte n endorsem ent to the license in elem entary education q ualifies the holder to teach all subjects in k in d e rg a rte n as well as in g ra d es Sec. 4. (4)(;s) C andidates w ill be qualified for the sta n d a rd license in ju n io r h ig h /m id d le school educa­ tion w hen they have: (AX1) Received a baccalau reate degree from an institution of h igher education accred ited to offer p rogram s in teach er education. (6 X 2 ) C om pleted an u n d e rg ra d u a te p ro g ra m consisting of a m inim um of 124 sem ester hours stru c tu re d as follows: ttX A ) G eneral education 40 S em ester H ours ((till) H um anities (from a m ong the following: lite ratu re, g ra m m a r, fine a rts, foreign language, religion and philosophy, and alw ays including nine (9) sem ester hours in o ral and w ritte n expression). 8-22 1- 6 . (bXii) Life and physical science (from am ong Before an addition can be m ad e to the professional the follow ing: biology, physics, c h e m istry , license, the can d id ate m u st com plete the profes­ physical geography, geology, astronom y and sio n a liz atio n course w o rk re q u ir e m e n ts for th e m athem atics). 8-12 endorsem ent or tea ch in g m in o r b e in g added. C andi­ (eXiii) Social and behavioral sciences (from d ates a re u rg e d u g e d [sic.] to lim it all additions to a m o n g th e fo llo w in g : h is to r y , eco n o m ics, a rea s w hich com plem ent and a u g m e n t the 'icrr.se in sociology, governm ent, anthropology, psychology elem entary education. T he follow ing endorsem ents and geography). 8-12 and teaching m inors a re considered a p p ro p ria te addi­ tions to the license in e le m en tary education: (3XB) Subject M a tte r C oncentration Audiovisual services E xcept for home economics and in d u strial arts, B ilingual and b icu ltu ral proficiency the subject m a tte r concentration shall include a Coaching p rim a ry and sup p o rtin g a re a from language E th n ic and c u ltu ral studies arts, science, m athem atics, social studies and F am ily life education foreign language. T he p rim a ry a rea shall req u ire Gifted ar.d talented a m inim um of tw e n ty -fo u r (241 sem ester hours K in d erg arten of p rep aratio n and the su p p o rtin g arca(s) a H ealth education m inim um of e ig h te e n (18) sem ester hours. Music D istribution of course w ork described in 530 IAC Physical education 2-1-13 m ay be used as a guideline. Reading («Xi) L anguage A rts—T his a re a shall be de­ School lib ra ry services signed to develop an ap p reciatio n for world and Special education A m erican "literature. It shall em phasize s tru c ­ V isual a rts tu re of the E nglish language and basic com m uni­ T eacher education in stitu tio n s a re encouraged to cation skills, alw ays including th ree (3) sem ester develop endorsem ents and tea c h in g m inors th a t are hours in fu ndam entals of read in g , 18-24 d e sig n ed sp e c ifica lly to m eet th e needs of the tb'j'.ii) Science—This arc-a shall be designed to e lem entary teacher. (Coinm ission on Teacher T ra in ­ provide background in biology, chem istry, e arthing and Licensing; R ule 10, Sec 3: file d Dec 10, 197.5, space science and physics. Courses shall be 2:50pm :R ules and Regs. 1975. ]>. 180: file d S o n 3. 1981, coordinated to em phasize as m any intrascience 12:1,5 pm : i IR 2809: file d Sep 23, 1982. 9:32 am: 5 IR relationships as possible. 18-24 2355: file d Jun. 12. 1981, 3:10 pm ) (e)(iii) Social s tu d ie s —T h is a r e a sh a ll be designed to develop u n d e rsta n d in g of in te rre la ­ SE C T IO N 4. 530 IAC 2-1-4 is am ended to re ad as tionships of disciplines w ithin the social studies. follows: E v ery effort shall be m ade to use an in te r­ 530 IA C 2-1-4 J u n i o r h ig h /m id d le school e d u c a ­ disciplinary approach to stu d y economics, U.S. tio n lic e n s e : q u a lif ic a tio n s : history, w orld civilization, geography, govern­ c o v e ra g e ; e n d o rs e m e n ts m ent and c u rre n t social problem s. 18-24 tdXiv) hem atics—T his a re a shall be aeAuthority: IC A ffe c te d : IC 20-C.I-2 I: fC 20-G.I-S-d; IC 2I> 10.1-4 sigr.rd to include a p p ro p ria te college-level topics I n d ia n a R egister. Volum e 7. X tim b cr 1829 A u g u st 1. 1 9al 224 KiyDSRTARr&VSL»BVgr T h e re a r e f o u r s e c t i o n s in c lu d e d in t h i s s u r v e y . th e f o u r s e c t i o n s . P le a s e c o m p lete ea ch o f A ll r e f e r e n c e s t o k in d e r g a r te n and e a r l y c h ild h o o d e d u c a tio n in t h i s s u r v e y w i l l be a b b r e v ia te d "ECE." A s p e c i a l i z e d l i c e n s e / c e r t i f i c a t e means a c e r t i ­ f i c a t i o n program d i f f e r e n t from t h a t r e q u i r e d o f e le m e n ta ry te a c h e r s . The te rm "young c h i ld r e n " u sed i n t h i s su rv e y i s li m it e d t o c n i ld r e n **i t o 6 y e a rs o f ag e . PART I D i r e c t i o n a l F o r each q u e s tio n in t h i s s e c t i o n you a r e r e q u ir e d t o make t h r e e r e s p o n s e s . The f i r s t column a s k s f o r y o u r o p in io n a s t o th e im p o rtan c e o f each item f o r k in d e r g a r te n t e a c h e r s . The s e c o n d column a s k s th e e x t e n t t o w hich you p erfo rm e a c h ite m . The t h i r d column a s k s how w e ll y o u r c o l le g e o r u n i v e r s i t y e d u c a tio n p re p a re d you t o do e a c h ite m . C i r c l e th e num ber in ea ch o f th e t h r e e colum ns w nich m ost a c c u r a t e l y r e p r e s e n t s y o u r s i t u a t i o n and o p in io n s . To w hat e x te n t i s i t im p o rta n t f o r k in d e r g a r te n te a c h e r s t o i X 2 S B a. -n e To w hat e x t e n t do you c u r r e n t l y i t To w hat e x te n t d id y o u r c o l l e g e / u n i v e r s i t y c o u rs e s p r e p a r e you to i c t -2 3. °J § 2 £ m 2 £ S. g, 2 e a js ~ 5 fi — G . b . O , & 3 jz a Have a le a r n in g c e n t e r t o 1 14- 1 2 3** 1 2 3 ** Use n a s te r y le a r n in g ? 12 3 4 1 2 3** 1 2 3** 1 2 3 ** 12 3 1 2 3 **' Use f l e x i b l e g ro u p in g a c c o rd in g to i n t e r e s t ? 1 1 2 3 ** 12 3** Use a v a r i e t y o f te a c h in g s tra te g ie s ? 1 2 3** 1 2 3 ** 1 2 3** Use a v a r i e t y o f a u d io and v i s u a l m a te r i a ls ? 1 3 1 2 3 ** 1 2 3 ** P ro v id e o p p o r tu n i tie s f o r an in d i v i d u a l s tu d e n t t o make c h o ic e s in th e c l a s s ­ room? 1 2 3** 12 1 2 3 ** P ro v id e o p p o r t u n i t i e s f o r g ro u p work i n th e c l a s s ­ room? 1 2 3** 1 2 3 ** 1 2 3 ** P o s itiv e ly re in fo rc e a l l s tu d e n t s in c l a s s ? 1 2 3** 12 3** 1 2 3 ** S ig a g e th e u s e o f s u p p o r t s t a f f t o h e l p s tu d e n t s ? 1 2 3** 1 3 1 2 3 ** 3 g use? Use f l e x i b l e g ro u p in g a c c o rd in g t o a b i l i t y ? 2 2 2 3 3 ** ** 2 ** 3** ** 225 To what e x te n t l a I t im portant f o r k in d ergarten te a c h e r s t o i To what a x ta n t do you e u r x s n tly i u = E *-» P 1 3 1 t I S E S. „ m e i.U e c je » a. ri u +u -« 5& 1 a e C OM & a M E M I t To what a x ta n t d id y o u r c o l l a g e / u n iv e r s it y co u rses p repare you t o i I 3 Q . C »• K} « , Ck •> (I X (Q w ♦* O x t e o O N 12 3 4 1 2 3** 1 2 3 1 2 1 2 3** 1 2 3** 12 3 4 1 2 3** 1 2 3 4 14. In v o lv e p a r e n t s in p la n n in g ways t o com m unicate p u p il p ro g re s s ? 1 2 3 4 1 2 3** 1 2 3 4 15. S eek p a r e n t a l fe e d b a c k to a s s e s s s t r a t e g i c s and program s? 1 2 3** 1 2 3** 12 3** 1 2 3 *» 1 2 3 4 12 3** 1 7 . Avoid show ing f a v o r i tis m to w ard s s tu d e n t s ? 1 2 3 4 1 2 3** 1 2 3 16. Avoid l a b e l i n g s tu d e n t s ? 1 2 3** 1 2 3** 1 2 3** 19. S eek p e r s o n a l know ledge a b o u t s tu d e n t s ? 1 2 3* * 1 2 3** 1 2 3** 2 0 . G ive in d i v i d u a l a t t e n t i o n t o s tu d e n t s o u t s i d e o f th e c lassro o m ? 1 2 3** 1 2 3** 1 2 3** 2 1 . Work t o prom ote p o s i t i v e r e l a t i o n s betw een te a c h e r and p a r e n ts ? 1 2 3 4 1 2 3** 1 2 3** 2 2 . R ecognize symptoms o f m e n tal i l l n e s s w hich nay i n d i c a t e t h e n ee d f o r r e f e r r a l o f a s tu d e n t to o t h e r p e rs o n n e l? 1 2 3 4 1 2 3 4 1 2 3** 2 3 . Know p ro c e d u re s f o r d e a lin g w ith a v a r i e t y o f s c h o o l day e m e rg en cies? 1 3 *4 1 2 3 4 2 4 . I d e n t i f y and u s e o t h e r e d u c a tio n a l p o rs o n n e l in t h e i n s t r u c t i o n a l p ro c e s s (te a c h e rs , a d m in is tra to rs )? 1 2 3 4 1 2 3 4 1 2 3 4 2 5 . A rran g e th e c la s sro o m to a llo w c h i ld r e n to move e a s i l y a b o u t. 1 2 3** 1 2 3 4 1 2 3 4 2 6 . P lan f o r p h y s ic a l move­ ment d u rin g a c l a s s to allo w f o r m uscle r e l a x a t i o n ar.d r .- .if ts in th e body :>©::i Mon? 1 2 1 2 3** 1 2 3 4 11. P r e s e n t c o n c e p ts a t v a ry in g l e v e l s ? 12. In v o lv e p a r e n t s in d e v e lo p in g a y e a r l y p la n f o r a c la s s? 13. Use p a r e n ts a s c la s sro o m a id e s ? 16. I n t e g r a t e i n t o i n s t r u c t i o n th e c u l t u r a l e n v iro n m e n t of s tu d e n t s (u s e ex a m p les from many r a c e s , so cio e co n o m ic g ro u p s , e t c . ) ? 2 3** 3 4 4 4 226 To w hat e x t e n t I s I t im p o rta n t f o r k in d e r g a r te n te a c h e r s t o i To w hat e x t e n t do you c u x r v n tly i | 5 | ! t i «, « s a i l 27. A rrange f o r f u r n i t u r e conducive to th e com fort of s n a i l c h ild r e n ? 1 2 29. P r a is e c h ild r e n p u b lic ly ? 1 29. P unish c h ild r e n p r iv a te l y ? 1 3 0 . ^ iv e c h ild r e n th e o p p o r- 3** 1 2 3 2 3 ** 1 2 3 2 3 ** 1 2 3 S a t ciJ-SS. * III : w5 t C ~ N. To * n * t e x te n t d id y o u r c o l l e g e / u n i v e r s i t y cour&wa p r e p a r e you to i fl K £ EA u 1 2 3** ** 1 2 3 ^ ** 1 2 3** 1 2 3** 1 2 3** 1 2 3** 31. Promote p o s iti v e f u n c t io n ing o f c h ild r e n and a d u l ts in a group? 1 2 3** 1 2 3 ”* 1 2 3** 32. B u ild p o s iti v e s e lf - c o n c e p t th r o urn a fo c u s on eacn c h i l d 's s tr e n g t h s ? 1 2 3** 1 2 3** 1 2 3** P rep are d a i ly w r itt e n le s s o n p la n s? 1 2 3** 1 u 1 2 3** 3^. S ta t e o b je c ti v e s c l e a r l y to th e le a r n e r ? 1 2 3** 1 2 3** 1 2 3** 35. E v a lu a te th e e f f e c tiv e n e s s 1 2 o f in s t r u c t i o n in a r e g u l a r , s y s te m a tic way d a i ly ? 3** 1 2 3** 1 2 3** 36 . A rrange a c t i v i t i e s w hich promote e f f e c t i v e p a t t e r n s of com m unication among th e k in d e rg a rte n c h ild r e n ? 1 2 3** 1 2 3** 1 2 3** 37. D esign and im plem ent i n s t r u c t i o n which in c o r ­ p o r a te s c a r e e r e d u c a tio n co n c ep ts? 1 2 3** 1 2 3** 1 2 3** t u n i ty to assume re s p o n s i­ b i l i t i e s f o r som ething o th e r than academ ic p ro g re s s (w ipe t a b l e s ; put p a s te , s c i s s o r s , cra v e n s aw ay)? 33. 38. Teach re a d in g s k i l l s ? 1 2 3 2 3 ^ 1 2 3 ^ 1 2 3** 39. Teach body a w a re n e ss , s p a c e , and q u a l i t i e s o f movement? 1 2 3** 1 2 3** 1 2 3** **0. Modify in s t r u c t i o n d u rin g a le s s o n b ased on in p u t from s tu d e n ts ? 1 2 3** 1 2 3** 1 2 3** M . Be a s u b je c t m a tte r s p e c i a l i s t in a t l e a s t one academ ic d i s c i p l i n e ? 1 2 3 ** 1 2 3 1 2 3 1*2. Be a s u b je c t m a tte r s p e c i a l i s t in a t l e a s t two o r more academ ic d i s c i p lin e s ? 1 2 3 ^ 1 2 1*3. Be observed r e g u l a r l y by p ee rs t o a n a ly s e p r o f e s s io n a l e f f e c tiv e n e s s ? 1 2 3 1* 1 2 3 1 * ** 3b. ** 1 2 3 1 * 1 2 3 1 * 227 PART I I D i r e c t i o n s ! The fo llo w in g s ta te m e n ts r e p r e s e n t o p in io n s , and y o u r agreem ent o r d isa g re e m e n t w i l l be d eterm in ed on th e b a s is o f you r own p a r t i c u l a r co n ­ v i c t i o n s . P le a s e c i r c l e you r p o s iti o n on th e s c a le a s th e sta te m e n t f i r s t im p re s se s you. I n d ic a te what you b e l ie v e , r a t h e r th an what you th in k you sh o u ld b e lie v e . SD « S tr o n g ly D isag ree D - D isa g re e U • U ndecided A - A g re e 3A • S tr o n g ly Agree 1. A s p e c i a li z e d k in d e r g a r te n c e r t i f i c a t e / l i c e n s e would in c r e a s e t h “ - k H ls dem o n strated by te a c h e r s of k in d e r g a r te n c h i ld r e n . 2. An e le n e n ta r y te a c h in g c e r t i f i c a t e / l i c e n s e p ro v id e s th e s k i l l s needed f o r te a c h e r s to work w ith k in d e r g a r te n c h i ld r e n . SD D U A SA 3. C e r t i f i e d / l i c e n s e d e lem en tary te a c h e r s who w i l l te a c h k in d e rg a r te n sh o u ld be re q u ir e d t o ta k e a d d i t i o n a l c o u rse work s p e c i f i c a l l y r e l a t e d t o k in d e r g a r te n c h i ld r e n . SD D U A SA U. T e a c h e r co m p eten cies f o r work w ith k in d e r g a r te n c h i ld r e n can be a c q u ire d th ro u g h i n - s e r v i c e b r a i n in g , th u s making a s p e c i a li z e d u n i v e r s i t y program u n n e c e ss a ry . SD D U A SA 5. K in d e rg a rte n te a c h e r s need s p e c i a l s k i l l s n o t r e q u ir e d o f u p p er g rad e te a c h e r s . SD D U A SA 6. The e x te n s iv e use o f elem en tary te a c h e r s w ith o u t s p e c i a li z e d t r a i n i n g i s l i k e l y t o r e s u l t in in a d e q u a te program s f o r k in d e r g a r te n c h i ld r e n . SD D U A SA 7. C om petencies r e q u ir e d t o te a c h k in d e r g a r te n c h i ld r e n a r e e q u iv a le n t t o th o s e r e q u ir e d f o r s u c c e s s f u l te a c h in g a t any l e v e l . T h e r e f o r e , a s p e c i a li z e d l i c e n s e / c e r t i f i c a t e i s n o t n ec essary . SD D U A SA 8. K in d e rg a rte n c h i ld r e n a r e d i f f e r e n t from o ld e r c h ild re n * th e y a r e n o t sim p ly th e same v e rs io n c u t down in s i z e . T h e r e f o r e , t r a i n i n g program s f o r te a c h e r s o f k in d e r g a r te n c h ild r e n sh o u ld fo c u s on th e s e d if f e r e n c e s . SD D U A SA 228 pap? 1: 1 D ir e c tio n s ! P le a s e f i l l in th e a p p r o p r ia te b la n k s . I f you need ro r e sp ace than t h a t wnich I s p ro v id e d f o r eacn i t e n , p le a s e a t t a c h an a d d i tio n a l page to th e com pleted s u rv e y . 1. Do you th in k a s p e c i a l k in d e r g a r te n lic e n s e /e n d o rs e m e n t sh o u ld be re q u ir e d f o r a l l who would te a c n k in d e r g a r te n ? — * es No 2, * h a t c o u rs e s do you f e e l a r e a b s o lu t e ly e s s e n t i a l a s a p a r t o f th e p r o f e s s io n a l p r e p a r a tio n o f a k in d e r g a r te n te a c h e r ? P le a se l i s t th e co u rses. I do n o t f e e l any s p e c i a l c o u rs e s a r e e s s e n t i a l a s a p a r t o f th e p r o f e s s io n a l p r e p a r a tio n o f a k in d e rg a rte n te a c h e r . 3. * h a t c o u rs e s r e l a t e d t o th e te a c h in g o f k in d e r g a r te n d id you ta k e a s a p a r t o f y o u r u n d e rg ra d u a te te a c h e r p r e p a r a tio n ? P le a s e l i s t th e c o u r s e s . I took no c o u rs e s s p e c i f i c a l l y r e l a t e d to th e te a c h in g o f k in d e r g a r te n a s a p a r t o f my u n d e rg ra d u a te te a c h e r p r e p a r a tio n . 229 k. <«hat c o u rs e s r e l a te d to th e te a c n ir.g o f k in d e r g a r te n d id you ta k e a s a p a r t o f y o u r g ra d u a te te a c h e r p r e p a r a tio n ? P le a se l i s t th e c o u r s e s . I to o k no c o u rs e s s p e c i f i c a l l y r e l a te d to th e te a c h in g o f k in d e r g a r te n a s a p a r t o f my g ra d u a te te a c h e r p r e p a r a tio n . 5. 4 h at co m p eten cies do you f e e l a k in d e rg a rte n te a c h e r must have to f u n c tio n most e f f e c t i v e l y in a k in d e rg a rte n classro o m ? P le a se l i s t up to s ix co m p eten cies you f e e l to be th e most im p o rta n t. 6. Be open and h o n e st about y o u r s e lf . What ab o u t y o u r p e r s o n a l ity o r temperam ent makes you s u ite d to te a c n a t th e k in d e r g a r te n le v e l? How could you have been b e t t e r prepared to teach k in d e rg a rte n ? L i s t th e num ber o f c r e d i t s you have ea rn e d in each o f th e s e a r e a s and in d i c a t e how lo n g ago you ea rn e d th e s e c r e d i t s . P le a s e n o te i f you a r e i n d i c a t i n g s e m e s te r o r q u a r t e r h o u rs. SEMESTER HOURS QUARTER HOURS How many c re d its ? How lo n g ago? _ _ _ _ _ ___________ _______ a. C h ild G rowth and D evelopm ent b. K in d e rg a rte n /P re s c h o o l Methods c. K in d e rg a rte n /P r e s c h o o l M a te r ia ls _ _ _ _ d. C h ild G uidance T e ch n iq u es _____ e. K in d e r g a rte n /P re s c h o o l C urriculum ______ f. F i e l d E x p e rie n c e (s ) in K in d e rg a rte n /P re s c h o o l _ _ _ _ _ .......................... .......... g. S tu d e n t T e ach in g in K in d e rg a rte n _____ . -----■ I h ave no c re d its . ____ _ _ _ -■ - ■ _____ _____ _____ - 231 D ir e c tio n s j Check th e b lank ( V ) o f th e most a p p r o p r ia te re s p o n s e o r f i l l in th e b la n k w ith th e most a p p r o p r ia te re s p o n s e . My sex 1 st Male _____ Female My _ _ _ _ _ _ 3, k. p r e s e n t a ssig n m e n t is» _ T eacher _ A d m in is tr a to r _ T e a c h e r’s Aide O th e r - (S p e c ify ) I an c u r r e n t l y w orking in a ( a n ) i _____ E lem e n tary S chool _ _ _ _ P re s c h o o l O th e r - (S p e c if y ) __________ The h ig h e s t d e e re e I h o ld 1 st 3A/3S m aAs EdS EdD/PhD 6. The c e r t i f i c a t e / l i c e n s e I h o ld is* ( P le a s e ch e ck a l l t h a t a p p l y .) The t o t a l number o f y e a r s o f te a c h in g e x p e rie n c e I have ( I n c lu d in g t h i s y e a r ) i s i ?. The t o t a l num ber o f y e a r s o f te a c h in g e x r e r ie n c e I have a t th e k in d e r g a r te n l e v e l ( in c lu d in g t h i s y e a r) In i 1 d id my s tu d e n t te a c h in g a t th e le v e l . ( I n d i c a t e g r a d e ) My age group i s i _ _ _ 20 o r y o u n g er 21-30 31-^0 * 1-50 51-60 61+ 5. 7. . grade 10. The g ra d e I o r i g i n a l l y w anted t o te a c h when I began my te a c h in g c a r e e r was . ( I n d i c a t e g ra d e ) 11. The g ra d e I ta u g h t l a s t y e a r was ( I n d i c a t e g ra d e ) 12. I f I had my c h o ic e , th e g ra d e I would p r e f e r to te a c h now i s . ( I n d i c a t e g ra d e ) 13. The p r o f e s s io n a l o r g a n i z a ti o n s to w hich I b elong are 1 _____ P re s c h o o l lic e n s e /e n d o rs e m e n t _ _ _ K-S E lem e n tary c e r t i f i c a t e / l i c e n s e _ _ _ _ l- o E lem e n tary li c e n s e _____ K-12 c e r t i f i c a t e / l i c e n s e . I n d ia n a k in d e rg a rte n endorsem ent _ _ _ _ I n d ia n a k in d e rg a rte n li c e n s e _____ M ichigan 2A endorsem ent _ _ _ _ o t h e r - ( S p e c ify ) _ _ _ _ _ 14*. The jo u r n a ls ( p u b l i c a t i o n s ) r e l a t e d t o e a r l y ch ild h o o d e d u c a tio n w hich I r e a d r e g u l a r l y a r e t PLEASE RETURN THIS SURVEY TCi Je a n n e H u rley Maksyot 15321 i i r d n i l l P o ir.te D riv e 3 ro u se P c ln te P a rk , M ichigan *fl230 BIBLIOGRAPHY BIBLIOGRAPHY A r m s t r o n g , E . , & S t i n n e t t , T. M. ( 1 9 6 1 ) . A manual on c e r t i f i c a t i o n r e q u i r e m e n t s f o r sc h o o l p e r s o n n e l i n t h e U n i t e d S t a t e s . Washin g­ t o n , DC: N a t i o n a l E d u c a t i o n A s s o c i a t i o n . A r m s t r o n g , E . , & S t i n n e t t , T. M. ( 1 9 6 7 ) . A manual on c e r t i f i c a t i o n r e q u i r e m e n t s f o r s c h o o l p e r s o n n e l in t h e U n i t e d S t a t e s , s e co nd e d i t i o n . W a s h i n g t o n , DC: N a t i o n a l E d u c a t i o n A s s o c i a t i o n . B a r k e r , R. G . , Ko un in , J . S . , % W r i g h t , H. F. and d e v e l o p m e n t . 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