Programs and policymakers face numerous challenges as they develop and implement professional development strategies for the early childhood workforce. The field lacks consistent standards and requirements for professional preparation, and, as a result, low levels of education and a minimum of specialized training in early childhood education are the norm. Less than one-third of the institutions of higher education offering two- and four-year degrees have programs in early childhood education, and those programs that exist must address the needs of nontraditional students who are likely to be juggling family and work responsibilities and logistical issues that make it difficult to attend class and complete course requirements (Early and Winton 2001). And, low wages and benefits for early childhood educators are linked to high turnover of staff in both center-based and home-based programs.
