An alternative undergraduate teacher preparation program in early childhood education

Authors: Xu Y.; Gelfer J.; Filler J.

Source: Early Child Development and Care, Volume 173, Number 5, October 2003 , pp. 489-497(9)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

The realities of a multi-racial, multi-ethnic, and multi-ability student population demand a unique and nontraditional approach characterized by an individualization sensitive to group identity. The primary goal of this alternative Early Childhood Studies/Education Program with a degree of Bachelor of Science is to provide a comprehensive contemporary program of teacher preparation and education for inclusive early childhood settings. The goal is accomplished through objectives that provide students with opportunities in reflective thinking for personal and professional growth. This program is unique in several features such as activitybased programming, an emphasis upon functional skills, collaborative teaming, and using portfolios for selfassessment. The advantages of this alternative teacher preparation program over other teacher certification programs include more classroom experiences, a higher retention rate, higher motivation, and a better understanding of unified curriculum for typically developing children and children with special needs.

Keywords: Teacher preparation; Early childhood education

Document Type: Research article

DOI: http://dx.doi.org/10.1080/0300443032000070518

Affiliations: 1: College of Education, Department of Special Education, University of Nevada Las Vegas, 4505 Maryland Parkway, Box 453014, Las Vegas, NV 89154-3014, USA

Publication date: 2003-10-01

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