Table 2.

Practitioner previous training

Question	Preservice training and/or coursework prior to beginning career		Professional development and/or continuing education after beginning career		Total
Early Childhood Special Education: developing individualized goals and teaching young children with developmental delays and developmental disabilities	40.50%	(81)	59.50%	119	200
Inclusive Practices: providing appropriate supports and resources for all children with and without disabilities to be included in classroom routines and activities in meaningful ways	36.92%	72	63.08%	123	195
Early Science: supporting children to explore the world with their senses, predict, experiment, and report in their early learning experiences, conduct investigations of living and non-living objects	37.08%	66	62.92%	112	178
Early Technology: helping children learn foundational skills of computational thinking such as sequences and using codes to represent something else	35.48%	44	64.52%	80	124
Early Engineering: engaging children in creating models, testing out the function, and adjusting the models accordingly	31.73%	33	68.27%	71	104
Early Math: teaching children to recognize numbers, count, add, subtract, recognize patterns, sequences, and early mathematical principles	42.63%	81	57.37%	109	190
Early STEM: integrating activities that include elements of science, technology, engineering, and/or math (STEM) at the same time	26.81%	37	73.19%	101	138