Search results for: Hyson Marilou

The purpose of this article was to illustrate the characteristics, key features, and significant gaps in current Early Childhood Teacher Education (ECTE) research by way of examples from several important domains, and to identify the kinds of research that are most needed to address the question posed in this special issue. The authors provided illustrations in three domains of ECTE: addressing the needs of young children with disabilities; understanding and working effectively with infants and toddlers; and building young children’s competence and interest in mathematics. They then identified five crosscutting research priorities, using examples from these three domains. They conclude by describing what is needed to create a supportive environment that produces—and implements—early childhood teacher education research.