Responding to a critical shortage of early childhood educators in �鶹��ý, the University of �鶹��ý at ����ԴDz� College of Education, is launching a new in fall 2025.

The goal of the program is to provide candidates with the needed competencies and experiences to nurture and guide children from birth through age 8, laying the foundation for their learning and discovery within their individual social-cultural contexts.

The program offers a full-time schedule with evening classes in a hybrid statewide format. Graduates will be recommended for a �鶹��ý early childhood teaching license for preschool through third grade. The deadline to apply is March 1. The UH ����ԴDz� College of Education held a joint news conference with Lt. Gov. Sylvia Luke on February 7 at the UH ����ԴDz� Children’s Center to encourage students to enroll.

“The College of Education is committed to addressing �鶹��ý’s critical need for early childhood educators by providing a high-quality, accessible pathway for future teachers,” UH ����ԴDz� College of Education Dean Nathan Murata said. “This new program reflects our dedication to supporting children, families and communities by ensuring a well-prepared workforce that understands the importance of early learning and care.”

Expanding early learning access

This initiative is a major step in streamlining the pathway to becoming a pre-K teacher by separating early childhood education from the broader K–8th grade track. It aligns with statewide efforts to expand early learning access, and emphasizes the critical role of care and learning from birth—a priority under the state’s , led by Luke. By 2032, Ready Keiki aims to provide preschool access for all �鶹��ý 3- and 4-year-olds, creating more than 400 classrooms statewide. However, the expansion of early childhood education is being hindered by a lack of qualified teachers.

“Expanding access to early childhood education is at the heart of the Ready Keiki initiative, and this new degree program is a critical step in ensuring we have the qualified teachers needed to support �鶹��ý’s youngest learners,” Luke said. “By streamlining the pathway to becoming a pre-K educator, we are investing in our children, families and the future of our state.”

The curriculum aligns with the National Professional Standards and Competencies for Early Childhood Educators, as well as the Interstate New Teacher Assessment Consortium Model Core Teaching Standards, ensuring graduates meet national benchmarks for high-quality teaching. Grounded in �鶹��ý’s unique cultural and educational landscape, the program integrates community input to address local needs.

“I am incredibly excited for the students of this new program to be able to learn about early childhood from infancy through the early elementary school years through the lens of both education and care, both of which are fundamental aspects of working with �鶹��ý keiki and families,” ​​said Valley Varma, a teacher at the UH ����ԴDz� Children’s Center and graduate of UH ����ԴDz�’s early childhood education master’s program who has more than 30 years of experience in the early childhood education field. “I’m really proud and excited to see what comes from this new program.”

The BEd in ECCE program was developed through collaboration among UH ����ԴDz� faculty and early childhood education faculty at multiple UH community colleges, including Honolulu CC, Kauaʻi CC, UH Maui College and �鶹��ý CC.

“This new degree program is a testament to the power of collaboration across our UH campuses, ensuring that students statewide have access to high-quality training for critical early childhood education roles,” UH President Wendy Hensel said. “By preparing future educators to meet �鶹��ý’s workforce needs, UH is helping to strengthen our communities and investing in a brighter future for our families.”

To apply and/or to sign up for virtual or in-person info sessions, .

The , housed in the University of �鶹��ý at ����ԴDz� , aims to dismantle structural barriers and gaps to early childhood education workforce preparation and inadequate salary compensation that have existed for decades. One of the ways is through innovative cross-campus workforce development strategies for students.

UH ����ԴDz�’s College of Education has been working with ’s ECED program and Keiki O Ka ʻĀ���Բ� Family Learning Centers (KOKA) to launch the state’s first early childhood education registered apprenticeship program through KOKA.

This “earn while you learn” program offers apprentices full-time work while they are enrolled in a three-year program to earn an associate’s degree in ECED. With the completion of each milestone, the apprentices receive a wage increase.

Paid apprenticeship

One of KOKA’s first apprentices is Chenelle Christian, who is employed as an aide at KOKA’s Ka Pua Preschool, located in ����ʻ������, Oʻahu. She has a goal of becoming a preschool lead teacher or opening her own day care program.

With strong support from her husband and their four boys, ages 14, 11, 10 and 5, Christian enrolled in her first semester at Honolulu CC during the 2023–24 academic year.

“To be in a job, while going to school, has made a huge difference. This [apprenticeship program] fits the type of learner that I am,” Christian said. “I love that I get to apply what I learn from my mentor and my college instructors while interacting with preschool children.”

Christian also credits her “very encouraging” instructors at Honolulu CC. She is on target to complete her first of three milestones, a Child Development Associate, a nationally recognized credential, in May 2025.

Learn more about the .

This program exemplifies UH’s strategic imperative to prepare students for the jobs of today and tomorrow, part of the UH System’s strategic plan’s focus on workforce development.

A $3.9 million grant aimed to improve the academic success alongside the physical, mental and emotional wellbeing of Native Hawaiian (NH) keiki has been awarded to a pair of University of �鶹��ý at ����ԴDz� (COE) professors.

Professor Erin Centeio in the UH ����ԴDz� and Professor Kuʻulei Serna in the received a $3,954,518 grant from the U.S. Department of Education, Office of Elementary and Secondary Education (Native Hawaiian Education Program).

This is the second round of funding for I Paʻa Ka Huewai Pawehe—“So that our prized water gourds are made firm.” The first round of funding totaling $2.85 million was awarded in 2021.

For the second round of funding, Centeio and Serna will be collaborating with Associate Professor Summer Maunakea in the Department of Curriculum Studies to include ʻ�徱�Բ�-based education. The three-year project is a partnership among the COE, the �鶹��ý Department of Education (HIDOE) and the �鶹��ý Department of Health.

“The HIDOE serves a large proportion of NH youth who are at risk for long-term health issues, given the high obesity rates and lack of participation in physical activity,” Centeio said. “Many NH youth have experienced various forms of cultural trauma and find it hard to be successful in traditional academic venues.”

Goals of the project include:

• Improve the overall health and wellbeing of NH students
• Improve the quality of health and physical education according to �鶹��ý state standards and benchmarks as well as national recommendations
• Identify meaningful intersections within overall health and education, addressing whole child development

Building upon the first round of I Paʻa Ka Huewai Pawehe, which currently partners with 20 schools across four complex areas on Oʻahu and Kauaʻi, round two will add 15 more schools across three new complex areas on �鶹��ý, Maui and Molokai. The project will also continue professional development and learning for the current schools and will partner with Kōkua Foundation to expand programming in the current elementary schools to incorporate ʻ�徱�Բ�-based education, reaching over 25,000 students in total.

“Based on the direct correlation between the overall health of youth and academic success in school, there is a drastic need for interventions surrounding the health of the whole child,” Centeio said. “This need, coupled with the unique and underserved population of NH youth, underscores how timely and warranted I Paʻa Ka Huewai Pawehe is.”

Expanding preschool access to all 3- and 4-year olds in �鶹��ý will lead not only to immediate benefits, such as enhanced kindergarten readiness, but also long-term advantages, including higher adult earnings. That’s according to a by Research Economist Rachel Inafuku.

“Children who participate in early childhood education programs are less likely to repeat grades or be designated as needing special education services,” Inafuku writes. “They also have higher high school graduation rates and higher earnings.”

�鶹��ý’s current situation

The state has identified a significant gap in preschool enrollment among its youngest learners—of the 33,224 3- and 4-year olds, only 55% are currently enrolled in preschool programs. While about 20% of families with children in this age group choose to opt out of preschool, an estimated 8,092 children do not attend preschool due to systemic barriers. These barriers include the limited availability of slots in desirable programs and the high cost of private preschools. According to the UH Center on the Family, 86% of �鶹��ý’s families lack access to preschools that are both affordable and in nearby, convenient locations.

In 2020, the state legislature enacted Act 46, a landmark initiative aimed at dramatically increasing preschool accessibility with the ambitious goal of universal access by 2032. As part of this effort, the state allocated $200 million in 2022 for the construction of new preschool facilities. Additionally, the state is expanding its Preschool Open Doors program, which subsidizes private preschool tuition costs. This expansion has led to a 90% increase in enrollment compared to 2023. However, Act 46 faces challenges, including a shortage of childcare workers.

Potential preschool benefits

Numerous studies highlight the advantages of a preschool education, particularly in the immediate term, one being that it enhances preparedness for kindergarten. Children who experience the most substantial gains from preschool are those from low socioeconomic backgrounds, non-native English speakers and those who initially scored lowest on cognitive assessments at the start of preschool. In general, states with universal preschool programs have higher math and reading scores on standardized assessments. Currently, only 30% of �鶹��ý’s public school kindergarteners demonstrate readiness in math and literacy.

Beyond the immediate benefits associated with preschool, the National Education Association highlights broader, long-term impacts, including less likely to repeat grades and higher career earnings. A study by Schweinhart (2013) tracked a cohort of children living in poverty from birth into adulthood. This experiment found that preschool participants not only achieved higher academically but also exhibited lower rates of adult crime and incarceration, along with reduced antisocial behavior during childhood.

“If the state is able to achieve universal access and ensure children receive quality early childhood education, it will enhance the lives of children who might otherwise lack a preschool education and contribute to �鶹��ý’s long-term enrichment,” Inafuku concludes.

.

UHERO is housed in UH ����ԴDz�’s .

The development of “�鶹��ý Graduates for �鶹��ý‘s Future,” earning a $20 million federal grant to boost early education efforts and the expansion of work-based learning across the state are a few of the highlights in the .

is a statewide partnership led by the University of �鶹��ý System, �鶹��ý Executive Office on Early Learning and the �鶹��ý State Department of Education that works to strengthen the education pipeline from early childhood through postsecondary education and training.

is a new goal focused on educational progress that leads to students being able to find good jobs in �鶹��ý, with a concerted effort to align educational programs with workforce needs and economic development. This commitment is displayed both in UH’s newly adopted �鶹��ý and the .

In January 2023, �鶹��ý P–20 was awarded a nearly $20 million federal grant to strengthen the early childhood system by building upon existing federal, state, and local early learning and care investments. This grant will support coordination and collaboration among the state’s existing programs, improve program quality, expand access, invest in workforce and maximize parental engagement in the early childhood mixed delivery system.

�鶹��ý P–20 has provided resources and support for several work-based learning intermediary organizations to expand work-based learning. Each regional intermediary organization increased student participation in job shadowing, mock interviews and internship opportunities. �鶹��ý P–20 aims to expand the program to more schools.

Other highlights:

• The Stay at Home, Grow Your Own Teacher Pathway pilot project was developed to address one of �鶹��ý’s biggest challenges: high teacher vacancy rates especially in the most rural schools, and schools with the highest poverty rates among students.
• There is promising college enrollment data for GEAR UP �鶹��ý and Soar Higher schools. Between 2020 and 2022, college enrollment at schools with transition support programs showed a 3.2% increase in college enrollment compared to a 0.4% decrease at high schools without them.
• In partnership with the , Ke Ala Naʻauao mentors implemented its first onboarding campaign, Finish in a Flash. This campaign aimed to support graduating seniors in completing their enrollment steps to college in early May.

A new bench with a bronze statue of a little girl in a “time out” was installed on the University of �鶹��ý at ����ԴDz� campus this summer, honoring the UH professor who created the concept, which has been popular with parents for decades now.

Arthur W. Staats (rhymes with “spots”) was a professor in UH ����ԴDz�’s in the from 1966 to 1997 and devoted his career to understanding complex human behavior. He was named professor emeritus after he retired, and died in 2021 at the age of 97.

The “Child in Time Out” bench is located between Dean Hall and Gartley Hall with a statue of a child sitting on it with her hands cupped to her face, representing the concept developed by Staats in 1958. The bench and statue were donated by the Staats family and can be seen from Staats’ former office in Gartley Hall.

“My family and I are delighted to donate this bench in memory of my Dad and his academic achievements, and we’re also hoping that it will bring positive attention to the many academic strengths of the University of �鶹��ý,” explained Jennifer Staats Kelley, a child psychiatrist and an alumna of UH ����ԴDz�’s . “He would’ve just loved that this bench is located right outside of his office window.”

“Time out” is now a popular technique used around the world, and a productive way to discipline children by briefly removing them from the parent or caregiver. The goal is to avoid inadvertently giving the child attention for undesirable behavior, while still setting limits on the inappropriate behavior. The technique prevents using other punishment tools, such as spanking or yelling, and encourages a positive relationship between parent and child.

Leaving a lasting legacy

Among the first children to experience a “time out” were Staats’ children, Jennifer and Peter, in the early 1960s. The statue of the little girl is based on a photo of Staats’ great granddaughter.

“My brother Peter and I, together with our spouses, Nancy and Chuck, were brainstorming how to help the world remember our dad and jokingly came up with the idea of putting up a time out bench on the �鶹��ý����ԴDz� campus, and realized that it would be a fun idea,” said Kelley. “So we contacted the folks at �鶹��ýand everyone loved the idea, too.”

The final installation of the memorial was a year-and-a-half long process from inception, site selection, commissioning/design/sculpting and construction, delivery and installation. , the UH Office of Vice President for Administration and the worked closely with Kelley and her family.

Academic accomplishments

In 2006, Staats was named one of “20 People Who Changed Childhood” (Child Magazine). He was awarded the UH Distinguished Retired Faculty Award by the College of Social Sciences and was a faculty advisor and mentor to many of his students throughout the years.

In addition to his practical contributions and inventions to the field, his academic accomplishments at UH include the establishment of a graduate program in human learning and setting up the department’s nationally-renowned doctoral program in clinical psychology. He developed a theoretical foundation for the application of broad conditioning and learning principles to the enhancement of human development, education and clinical psychotherapy.

“His many books and papers on these topics earned him an international reputation as one of the leading psychological scholars and social scientists of the 20th century,” said former UH psychology professor Ian M. Evans, who co-supervised some of Staats’ research students.

—By Arlene Abiang

The images of devastation and the anguish of survivors of the tragic and deadly wildfire that consumed Lahaina are difficult for everyone in �鶹��ý to process. It can be even tougher for children, who are developing social and emotional skills.

Within a day of the tragic Lahaina fires, early childhood assistant professor Elizabeth “Liz” Hartline created There was a fire: A story for young children on Maui. It was written for children ages 3–8 who have been affected by the Maui fires, and was first distributed on Maui through Early Childhood Education faculty at on August 10.

“My hope is that this tool gives families a way to talk to their children about the fire,” Hartline said. “Everyone needs a story, and finding a story that describes your experience is a first step when we’ve gone through trauma to start healing.”

Hartline, who is also the director of the at , has extensive experience creating “social stories” to support young children and their families with transitions, traumas and major life events.

There was a fire: A story for young children on Maui acknowledges that after an event such as the Maui fires, it is normal to feel sad, scared or worried. It suggests some things to do when children feel that way, such as:

• Ask for a hug
• Draw a picture
• Cuddle a stuffed animal or a pet
• Take some deep breaths
• Play firefighter
• Play with play dough
• Go to the beach
• Help your family make a safety plan

It also contains tips and resources for caregivers.

Online copies of There was a fire can be found on the Early Childhood Action Strategy’s (linked under Helping Young Children) and on .

“Liz’s book is such a treasure,” Felicitas Livaudis, a Maui-based Kaiser Permanente pediatrician, said, “It helps children process the trauma of the devastating fires in our Lahaina and Kula communities. It normalizes big feelings and grief. It gives them tools on how to deal with their emotions. It reassures them that there are adults who are helping and working hard every day so they can be safe. It gives parents a guide on how to communicate with their children during this very difficult time. I am giving it to all of my patients”

Hartline said the story has been distributed through Maui Head Start preschool sites and various relief organizations. There have been discussions about publishing the story and distributing it more widely.

She said, “I’m just very grateful that this is getting to a lot of children, and makes me feel like I can do a little bit to support them.”

A new certificate for infant and toddler caregivers is now available through Honolulu Community College’s . Building on the momentum from the initiative to expand access to preschool, and the tuition stipend available to current and potential early childhood educators and caregivers, the ECED program launched the certificate to provide more opportunities for individuals in the early childhood education and care profession.

“This certificate creates a promising efficient pathway specialized for those who want to work with infants and toddlers. It is a thoughtfully constructed pathway to build �鶹��ý’s infant and toddler caregiver workforce,” said Caroline Soga, assistant professor and program coordinator. “This certificate is also stackable and enables students to continue on to finish an associate degree and then transfer to a four-year university, if they choose.”

The infant and toddler caregiver certificate requires a 21-credit sequence designed to meet the education and experience qualifications of an infant and toddler caregiver. The new certificate is in addition to offerings such as the ECED associate in science degree, with either preschool or infant and toddler specializations, and certificates of competence.

More information is available on the website.

State officials and community stakeholders celebrated funding for the Early Childhood Educator Stipend Program, an initiative to boost the state’s Early Childhood workforce, on July 6 at the University of �鶹��ý at ����ԴDz� Children’s Center, the on-campus preschool. The Executive Office on Early Learning (EOEL) received $660,000 in funding from the state budget, signed by Gov. Josh Green on June 30.

EOEL launched the program in partnership with the UH ����ԴDz� (COE) in time for the 2023 UH summer sessions. The program provides stipends to eligible UH students enrolled in a certificate, degree or license program in early childhood education (ECE), including those focused on Hawaiian language. It is the first publicly funded tuition stipend program available for practitioners in the early childhood field. Initial funding was generously donated by the .

“We are grateful for this stipend program helping us complete a higher education degree. It helps practitioners who are starting out in their education as well as existing practitioners to achieve higher credentials,” stated in a joint statement by Malia Pimentel, Sheri Funasaki, Hazel Hernadez and Sarah Starr, early childhood educators who are current recipients of the program. “It recognizes that our knowledge in early childhood is an essential part of providing quality services to young children and we are committed to being well informed about the research of our field and equipped with practices to positively support all keiki and their families.”

• Related UH News story: New stipend program assists early childhood education students, March 14, 2023

The stipend program aligns with the state’s commitment to expand access to preschool statewide. Lt. Gov. Sylvia Luke, who is leading the initiative stated, “As we prioritize early childhood education for �鶹��ý’s youngest learners, it’s essential we invest in creating a robust workforce of qualified educators to support our keiki. The momentum right now to invest in early learning is so exciting, and it’ll take collaborative partnerships like this stipend program to make universal access to preschool a reality.”

The program is open to students enrolled at UH ����ԴDz�, UH West Oʻahu, �鶹��ý Community College, Honolulu CC, Kauaʻi CC and UH Maui College. Upon completion of the certificate/degree/license program, students must commit to two consecutive years of working directly with children in the early learning field.

“Our Lieutenant Governor and legislators have provided leadership in prioritizing early childhood education for our state by expanding physical spaces,” said COE Dean Nathan Murata. “In order to increase the early childhood educator workforce, we must also support teachers as they matriculate in early education to ensure that highly qualified teachers and staff are in every early learning classroom. With the generous support of the Castle Foundation, the Early Childhood Educator Stipend Program has come to fruition, allowing current and potential teacher candidates to enroll and seek licensure in early childhood education.”

Eligible students must be enrolled in ECE generalist certificates, degrees or license programs in one of seven UH system campuses; maintain a C or better in coursework; and work in a position in the early learning system as described in for two years after matriculation. The next application deadline is July 15, 2023 and the opportunity will be offered again for spring 2024. For those interested in applying or learning more about the program, visit .

Excitement for fostering future educators

“Thoughtful and committed educators create environments where students thrive,” said EOEL Director Yuuko Arikawa-Cross. “�鶹��ý is expanding early learning opportunities and is looking for individuals who have a love for learning and a desire to shape the future. We encourage individuals to consider a career in the early learning field; the Early Childhood Educator Stipend Program is available to assist.”

“This stipend program aligns with national policy initiatives,” said State Rep. Justin Woodson, chair of the House Education Committee. “I’m excited the legislature was able to work with this administration to now be able to finance and bolster this program that will help offset the cost of tuition and encourage higher educational attainment.”

“The Samuel N. and Mary Castle Trustees are proud to work closely with the governor, lieutenant governor, the Executive Office on Early Learning, the legislature and the University of �鶹��ý, to encourage our future early learning teachers to enter this critical-need field,” said Alfred Castle, the CEO of the Castle Foundation. “For well over a century, the Castle family has supported �鶹��ý’s children and families through the support of teacher education, kindergartens, infant-toddler projects and preschool education. This stipend program is part of that ongoing effort.”

A new stipend program will assist eligible students enrolled in Early Childhood Education (ECE) programs across three University of �鶹��ý four-year campuses (UH ����ԴDz�, UH West Oʻahu, UH Hilo) and four UH Community Colleges (�鶹��ý CC, Honolulu CC, Kauaʻi CC, UH Maui College). The �鶹��ý Early Childhood Educator Tuition Stipend Program was created by the UH ����ԴDz� (COE) and State of �鶹��ý (EOEL), in partnership with the .

The Graduate ECE Programs in the COE Department of Curriculum Studies are coordinating the systemwide stipend application process, including administering awards and collecting data on the workforce related to the stipends, in collaboration with ECE preparation program faculty on seven UH campuses. Assistant Specialist and Graduate ECE Programs Director Robyn Chun; Project Manager LaurieAnn Takeno; and Graduate ECE Programs Coordinator Jaime Lum will oversee the stipend program application process.

“This is one of many early childhood education workforce development partnerships that the college is engaged in with the EOEL,” Chun said. “This is part of a larger initiative to develop comprehensive systems of workforce financial support for early childhood educators who are frequently amongst the lower paid wage earners and, as a result, find it difficult to pursue an education.”

Eligible students must be enrolled in ECE generalist certificates, degrees or license programs on one of seven UH system campuses; maintain a C or better in coursework; and work in a position in the early learning system as described in for two years after matriculation.

The is now open. Deadlines:

• Summer 2023 tuition–application due April 15, 2023
• Fall 2023 tuition–application due July 15, 2023
• Spring 2024 tuition–application due December 1, 2023
• Summer 2024 tuition–application due April 15, 2024

Funding the future of ECE

Unlike other education students, ECE majors do not have a sustained source of publicly funded tuition stipends. This urged the Graduate ECE Programs to develop a UH System website with content to assist students and practitioners in the ECE workforce. The content and support tools will also be used by students and faculty who are part of the �鶹��ý Early Childhood Educator Excellence and Equity Project and U.S. Preschool Development Grant.

• Related UH News story: UH receives $1.3M to support early childhood workforce in �鶹��ý, July 4, 2021

In the 2023 legislative session, the EOEL budget in the governor’s budget bills stated $660,000 could potentially be allocated to funding students enrolled in ECE preparation programs systemwide. This funding is vital to addressing the early learning workforce crisis in all sectors, including post-COVID workforce child care settings, Native Hawaiian culture-based and Hawaiian Language Medium early learning programs, and in Public Pre-K expansion proposed in Lt. Gov. Sylvia Luke’s initiative.

“The funding to sustain the �鶹��ý ECE Stipend Program is not guaranteed,” Chun concluded. “We need to advocate to legislators for this part of the governor’s budget to be funded so that there will be tuition stipend equity for those working in the beginning of the education continuum.”