Deconstructing teacher quality in urban early childhood education

• Published in: Journal for multicultural education Vol. 12; no. 1; pp. 25 - 34
• Main Authors: Young, Jemimah L, Butler, Bettie Ray, Dolzhenko, Inna N, Ardrey, Tameka N
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Publishing Limited 01.01.2018; Emerald Group Publishing Limited
• Subjects: Academic Achievement; African American Children; African American Students; Child Development; Early Childhood Education; Early Childhood Teachers; Educational Benefits; Educational Quality; Educational Trends; Head Start project; Kindergarten; Learning; Longitudinal Studies; Multicultural education; Parent Participation; Preschool Education; Preschool Teachers; Preservice Teacher Education; School Readiness; Skill Development; Student Needs; Student Participation; Students; Teacher Background; Teacher Certification; Teacher Effectiveness; Teaching; Thinking Skills; Urban Education; Urban Schools; Young Children; North Carolina; United States > US; Texas; Baltimore Maryland; Teacher quality; Multicultural; Early childhood education; African American learners; Urban education
• DOI: 10.1108/JME-08-2016-0046
• ISSN: 2053-535X

Purpose The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers’ educational background may have on kindergarten readiness for African American children in urban early learning settings. Design/methodology/approach Research has identified high-quality early education as a significant contributor to the academic success and development of young children. This paper examines current conceptualizations and trends in early childhood education related to the needs of African American children. Findings Our assessment indicates that the early learning of African American children in urban settings warrants further consideration by educational stakeholders. Specifically, the process and structural quality of urban early learning environments requires more culturally responsive approaches to policy and practice. Originality/value Improving the early learning opportunities of African American students in urban settings has practical and social implications that substantiate the value of the process and structural quality assessments. Recommendations for policy and practice are centered on a growth-based model of opportunities. Policy recommendations include creating urban teacher credentials and sustaining urban education, while practical recommendations include creating opportunities for vicarious experiences, affirming interactions and engaging in multicultural discourse.