With an unprecedented number of children in early childhood education and care in Australia, demand for early childhood teachers is increasing. This demand is in the context of recognition of the importance of the early years and increasing requirements for more highly qualified early childhood teachers under the National Quality Framework. Increasingly, evidence shows the value-added difference of university-qualified teachers to child outcomes. Within Australia there are multiple ways to become an early childhood teacher. Three common approaches are a 4-year teaching degree to teach children aged birth to 5 years, children aged birth to 8 years, or children aged birth to 12 years. There is, however, no evidence of how effective these degree programmes are. This paper presents the perspectives of 19 employers of early childhood teachers in New South Wales regarding how well prepared early childhood teacher graduates are to work in the early childhood sector in Australia. Although participants noted the strengths of new graduate early childhood teachers, they also identified several areas in which they were less well prepared to teach in the early years.

中文翻译：

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雇主对于早教教师毕业生准备工作如何做好的看法

在澳大利亚，由于接受早期儿童教育和照顾的儿童人数空前，对早期教师的需求正在增加。这种需求是在认识到早期的重要性以及在《国家质量框架》下对更高素质的幼儿教师的要求不断增加的背景下进行的。越来越多的证据表明，大学合格教师对儿童成绩的增值差异。在澳大利亚，有多种方法可以成为幼儿老师。三种常见的方法是4年制的教学学位，教给5岁以下的儿童，8岁以下的儿童或12岁以下的儿童。但是，没有证据表明这些学位课程的有效性。本文介绍了新南威尔士州19名幼儿教师的雇主对澳大利亚的幼儿教师毕业生做好充分准备工作的观点。尽管参与者指出了新生的早期幼儿教师的长处，但他们也指出了在早期阶段他们准备不足的几个领域。