It seems that diaper changing and feeding time in the first years of a child’s life is much like a factory. We make sure that the production line keeps going – change diaper, wash hands, feed and then nap—change diaper, wash hands, feed and then nap. A lot of what we do might appear simplistic and basic, but changing an infant and toddler diaper when need be and done in a responsive, nurturing and respectful way impacts brain and emotional/social development. Children who have responsive and consistent caregivers learn that they can trust their environment. When an infant has a dirty diaper and their caregiver responds in a caring way and verbally prepares the infant for the transition sends a powerful message to the child, “You can depend on your needs being meet and I care about you”. In other words, you build a strong relationship. This is in comparison to a caregiver who doesn’t respond and doesn’t bother giving verbal cues about the transition and the fact that they are about to change the child’s diaper. So why is this dirty diaper process so important?

Well, the most critical core strength in healthy emotional development is ATTACHMENT. What is attachment? Attachment is the capacity to form and maintain healthy emotional relationships. Children who form a bond with their primary caregiver because of reciprocal interactions (soothing, comforting, smiling, and pleasure etc..,) demonstrate the ability to have healthy and strong emotional relationships. Children who do not establish a close bond with their primary caregiver are at risk of developing behavioral problems. So how does this help us as early childhood education providers?

If we want children to do well in school and learn to self-regulate their emotions, we must provide care that builds a relationship that is healthy, one in which we form a strong bond with our children. When we are attentive (listen, smile and look children in the eye and spend time with them), display approval (recognize accomplishments and make sure to hug and touch) and model appropriate emotional-social language (reading body language and socially acceptable ways to interact), we really begin to help them develop into wonderful children.

So, the next time you hear an infant cry because they have another dirty diaper again (and the factory machine conveyer belt mentality starts to emerge in you) – STOP AND THINK – THIS IS MUCH MORE THAN A POOPY DIAPER! You must remember that even these small interactions have a significant impact on the child’s future. So, do all things in a caring, nurturing, responsive and respectful manner (enjoy the moment and make it an opportunity to support a child’s development) for these everyday routines GREATLY INFLUENCE how well children work with others and build healthy relationships in the future.

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

Is 40% a high number? It is if one is referring to the percentage of infants and toddlers that are in a care setting that is potentially harmful to their development. This is an alarming statistic that has come out of recent research.

One way to combat this statistic is to ensure that quality care and educational settings are put into place. Within the field of early childhood education one such “quality-control” measure is the accrediting body many are familiar with, the National Association for the Education of Young Children (NAEYC). Licensing is good but it is the minimal requirements that a center needs to meet. When a center is accredited they are saying that they have raised the bar to meet the higher quality standards that have been set through NAEYC.

Through a process in which compliance of program standards have been evaluated, centers may be granted 3 years of accreditation. These centers continue to write up annual evaluations and agree to stay in continued compliance during this period. But what are the things that these accredited centers are doing that equate to quality care and education that combat the before mentioned 40%? Below is a list of such examples:

·         Responsive and interactive caregiving that encourages language development

·         Play is highly valued and opportunities and routines are set into place that allow educated play to occur

·         Individual differences are acknowledged and utilized within the lesson plans and activities

·         The educators within the classroom have a deep understanding of child development and learning and how to apply that knowledge through learning opportunities

·         The ratio and group size is lower than the minimal requirements that have been set by the state

·         Continued opportunities of emotional and social development within and amongst the children are provided

·         Quality toys and educational materials are utilized to challenge the children while also being of interest and safe

·         Collaboration between teachers and families is occurring on behalf of the child’s best interest

·         The health and safety of all children is of utmost importance in all realms of the classroom

You can use the above bullet points to check the quality of your own setting against. How do you stack up? Are you a proponent to eliminate the 40%?