Search results for: Kennedy Adam S.

In this article, the authors present a framework for collaborative, field-based early childhood teacher preparation, situating birth-though-grade-12 teacher education in diverse community contexts and involving school and community personnel to achieve universal 21st-century goals for the teaching and learning of young children. The authors conclude that effective early childhood teacher education must be firmly grounded in the established theories and standards of early childhood education, but also well-positioned to meet the needs of diverse young children and to adapt to a context of increased accountability and demographic shifts.