This research review addresses the question:
What evidence do we have from the literature on associations between infant/toddler teacher and caregiver preparation (e.g., education, credentials, etc.) and quality of caregiving and child outcomes?
The review considers the role of educational attainment, degree type (e.g., concentration or major in early childhood or a related field), years of experience, and training. The brief concludes with implications for future research, as well as for policy and practice.