Service-Learning & Early Childhood Teacher Education: A Qualitative Exploration of Professional Preparation Standards

Tina M. Kruger, Mary Jane Eisenhauer, Laura A Weaver


Preparing teachers to work with children and families cultivates high-quality early learning. This study explored the impact of service-learning on early childhood pre-professional students (candidates) and community partners (CPs). Focus group transcripts illustrate connections between service and professional preparation standards. Service-learning and professional standards intersect through the experience of candidates and CPs. Findings support the use of Kolb’s model as a foundation for service-learning in early childhood teacher education and can inform service-learning in other disciplines.


Preservice teachers; early childhood education; Standards; Qualitative research; Survey research

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