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Journal of Early Intervention
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Preparing Early Childhood Educators to Address Young Children's Social-Emotional Development and Challenging Behavior

A Survey of Higher Education Programs in Nine States

Mary Louise Hemmeter

Vanderbilt University, Nashville, TN, ml.hemmeter{at}vanderbilt.edu

Rosa Milagros Santos

University of Illinois at Urbana-Champaign

Michaelene M. Ostrosky

University of Illinois at Urbana-Champaign

This article presents results from a survey of faculty members from 2- and 4-year higher education programs in nine states that prepare teachers to work with preschool children. The purpose of the study was to determine how professors address content related to social-emotional development and challenging behaviors, how well prepared they believe graduates are to address these issues, and resources that might be useful to better prepare graduates to work with children with challenging behavior. Of the 225 surveys that were mailed, 70% were returned. Faculty members reported their graduates were prepared on topics such as working with families, preventive practices, and supporting social emotional development but less prepared to work with children with challenging behaviors. Survey findings are discussed related to differences between 2- and 4-year programs and between programs with and without a special education component. Implications for personnel preparation and future research are discussed.

Key Words: teacher preparation • survey methods • early childhood special educators • early childhood educators • social emotional development • challenging behaviors • problem behaviors

This version was published on September 1, 2008

Journal of Early Intervention, Vol. 30, No. 4, 321-340 (2008)
DOI: 10.1177/1053815108320900
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