Table 3.

Director previous training

Question	Preservice training and/or coursework prior to beginning career		Continuing education and/or professional development after beginning career		Total
Early Childhood Special Education: developing individualized goals and teaching young children with developmental delays and developmental disabilities	39.07%	59	60.93%	92	151
Inclusive Practices: providing appropriate supports and resources for all children with and without disabilities to be included in classroom routines and activities in a meaningful way	38.71%	60	61.29%	95	155
Early Science: teaching children to explore, predict, experiment, and report in their early learning experiences	39.04%	57	60.96%	89	146
Early Technology: helping children learn foundational skills of computational thinking such as sequences and using codes to represent something else	32.98%	31	67.02%	63	94
Early Engineering: engaging children in creating models, testing out the function, and adjusting the models accordingly	28.57%	24	71.43%	60	84
Early Math: teaching children to recognize numbers, count, add, subtract, recognize patterns, sequences, and early mathematical principles	40.94%	61	59.06%	88	149
Early STEM: integrating activities that include elements of science, technology, engineering, and math (STEM) at the same time	27.43%	31	72.57%	82	113