The need for high-quality early childhood education and care programs in the United States has garnered increasing public support in recent decades. However, an uneven policy and funding landscape has resulted in a lack of consistent quality throughout the field, including inequitable development opportunities for members of the workforce and leadership.
This white paper by Emily Holm Tobin, Cinthia Palomino, Asha Warsame, Linghui Chu, Anran Ouyang, and Gail E. Joseph at the University of Washington offers a review of research literature, seminal reports, and policy work examining the role of higher education in PreK teacher and leader preparation over the last 15 years.
View / Download (PDF)
