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early childhood credential. This figure constitutes an increase over the 58.0% reported in
the earlier study, Caring for a Living (1991).
Research indicates that the most important ingredient of high-quality early
childhood education is the relationship between the teacher and the child. With training
defined as the most salient variable in the provision of quality child care, the educational
background of the field’s practicing professionals becomes a worthwhile focus (Howes,
Smith, & Galinsky, 1995; Doherty et al., 2000). Increasing standards across the country is
a recommendation prevalent in the research.
Citing literature in Canada and the United States in addition to their own research
findings, the authors of You Bet I Care! (2000) found that:
Research also demonstrates that these desirable teacher behaviours are
even more likely when the individual’s post-secondary education includes
course work related to child development and early childhood education.
People with this type and level of educational background know how to
plan appropriate educational and caring environments for young children.
(Doherty et al., 2000, p. 36)
There is a suggestion in the research literature that the minimal standards for
practice should be a 2-year post-secondary credential and that even higher educational
backgrounds are desirable (Morris, 2002). Recommendations from You Bet I Care!
(2000) suggest that all early childhood educators have a university degree by 2010. A
white paper prepared by the American Association of Colleges for Teacher Education
calls for every child from birth to 3 years to have a teacher with a Bachelor’s degree in
early childhood education and every child from 4 to 8 to have a teacher with a Bachelor’s
degree in early childhood education as well as teaching certification. It goes further by
suggesting that “high-quality ECE teachers know both ECE content and pedagogy.