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Effective personnel preparation is critical to the development of a high quality early childhood workforce that provides optimal care and education for young children. This mixed-methods study examined the effectiveness of, and learner perspectives on, instruction via web-based modules within face-to-face early childhood personnel preparation courses. The specific modules selected were designed around an evidence-based decision-making framework and focused on evidence-based practices: embedded interventions, assistive technology, and tiered instruction. Nineteen undergraduate students studying early childhood participated in pre- and post-instruction surveys and post-instruction focus groups. Participants’ written module activities provided additional sources of data. Statistical analyses of quantitative survey data and thematic analyses of qualitative survey data and focus groups were conducted. Results found the web-based modules to be effective, as indicated by learners’ knowledge and competence ratings, written explanations of the specific evidence-based practices, and completed assignments. Examination of learner perspectives indicated that learners perceived web-based modules to be effective over and above other instructional methods and preferred web-based modules to traditional instruction, at least to some degree. Learners found videos and realistic practice dilemmas to be the most useful module resources. They reported technology challenges and identified preferred supports, including more in-class discussion. Implications for personnel preparation and further research are discussed.

The population of children in early childhood settings is becoming increasingly culturally and linguistically diverse, and these changes in demographics have warranted teachers becoming more culturally responsive and better prepared to work with diverse young children and families. Teacher preparation programs across the nation have responded differently to this critical issue, in part because of the different contexts in which they exist. Analyses were conducted using data from the National Prekindergarten Center’s (NPC) National Study of Early Childhood Teacher Preparation Programs and the National Center for Educational Statistics (NCES) Integrated Post-Secondary Education Dataset (IPEDS). Geographical, program, and institutional characteristics were analyzed from a sample of 416 Bachelor’s degree programs to determine how these variables were associated with the amount of diversity content and experience required in teacher preparation programs. Results indicated that the presence of non-White full-time faculty was positively related to more required coursework focused on working with children and families from culturally diverse backgrounds, while degree of urbanization, governance of institutions, and National Council for Accreditation of Teacher Education accreditation were associated with required coursework focused on working with bilingual children and English language learners. The percentage of the non-Hispanic White population in a state and geographic region were both associated with practica requirements focused on working with bilingual children and English language learners. Implications and recommendations for policy, future research, and early childhood teacher preparation are discussed.

With classrooms becoming increasingly diverse due to children’s various cultural backgrounds and varying abilities, early childhood teacher education programs face the challenge of how best to prepare the workforce. Various initiatives have been implemented in teacher preparation programs to prepare early childhood educators to become competent in relating to all children and families. Infusing components of diversity into all courses and field experiences and engaging in community–university partnerships, as well as unifying early childhood education (ECE) and early childhood special education (ECSE) program components, are promising practices for the field. An examination and evaluation of these initiatives are discussed in this article, as well as future directions for research and practice. This work was conducted as part of the National Pre Kindergarten Center and supported by the Foundation for Child Development.