As we begin Fall Quarter 2009, and I am preparing to welcome a new group of early childhood students, my thoughts have turned to how far we have come with early childhood education in the last 15 years. When I first began working with young children in early childhood education things looked a little different than they do today. Specifically, when I talk about different, I am focusing on the general growth and increased recognition of our field, increased wages and support for early childhood professionals, and positive transformations in our practices.
First, in 1990, there were far less programs that specifically instructed students in early childhood education. Often students who were interested in working in early childhood education were encouraged to go to school to be an elementary school teacher and get a preprimary concentration. Today, however there are many different choices of higher educations institution programs for students who wish to work specifically in early childhood education. Beyond that, there are more opportunities for students in the field once they graduate. Students who graduate with a degree in early childhood education, may find a position in a child care setting, working for a school district, working within a social service agency, working with parents, and more.
Additionally, we have seen an increased appreciation for the work we do as professionals. With that increased recognition, we have also seen wages increase. Believe it or not, in 1990 in the state of Wisconsin, most teachers and assistant teachers were paid less than five dollars per hour (Riley, 1990). Although improvements can still be made, early childhood educators are more respected and better paid than they were 15 years ago.
Finally, we have also seen many positive changes to early childhood education practices in the last 15 years. As we gain more knowledge and continue to grow, early childhood educators have done a good job of integrating theory and research into practice. I can think of many examples, but the first one that comes to mind is the major shift we have made toward family centered practice and creating partnerships with parents. Although references to family centered practices were found much earlier, the 1990’s were a time where early childhood educators learned to be responsive to individual families and view the child’s parents as the decision-makers (Espe-Sherwindt, 2008). Today, most early childhood programs place a high value on partnerships with families.
So as I reflect on the changes since I first began working in the field of early childhood education, I am excited to see what will happen in the next 15 years. My prediction is that more attention will be placed on producing HIGH QUALITY educators and increasing collaboration. According to Lewis (2009), a priority for the Obama Administration should be early childhood teacher quality. If we can continue to increase the quality of early childhood professionals, we will continue to change the lives of our children. I believe that early childhood settings are becoming more complex. Children in early childhood education programs are coming from more diverse environments and backgrounds with more diverse needs. Thus, teachers will need to be responsive, educated, and collaborative to meet children’s needs.
FINALLY, my advice to those studying to be early childhood professionals is to be PROUD to be a part of our field and be PREPARED to face the challenges that lay ahead. We need strong teachers, leaders, and advocates in early childhood education in the years to come!
Espe-Sherwindt, M. (2008). Family-centered practice: collaboration, competency and evidence.
Support for Learning, 23(3), 136-143. http://search.ebscohost.com
Lewis, A. (2009). Adding Young Children to the Federal Agenda. Phi Delta Kappan, 90(7), 459-
460. http://search.ebscohost.com
Riley, D. (1990) Pay and benefits of child care staff in Wisconsin. Early Childhood Exchange.
http://dpi.state.wi.us/rll/ccic/pdf/ece_archives/ece_n30.pdf