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

As I finished a lecture on Guidance last week in my Foundations of Child Development class, I closed by telling the students that if they were to walk away that night impacted by only one thing, my wish was that it would be their attitude towards working with children.  Attitude is defined as a “mental state involving beliefs and feelings and values and dispositions to act in certain ways.”  Teachers’ attitudes SHAPE their classroom.  Specifically, if we believe that each child and family is valuable and good; if we believe that every child is in the process of learning appropriate behaviors; if we believe that children deserve acceptance and belonging, we are laying the foundation for growth and development in our classroom.

The National Association for the Education of Young Children’s guideline for “creating a caring community of learners” supports what I am talking about in regards to teachers’ attitudes.  Creating a caring community of learners involves developing a positive relationship with each child.  It is where teachers accept all children and show all children that they belong.  In this community, teachers use guidance techniques—namely viewing children’s conflicts and misbehavior as mistaken. 

Some little things every teacher can do to SHOW that you accept all children and that they belong:

·         Greet every child as they enter your classroom

·         Get down at their level when you talk to them

·         Have a space for every child to keep his/her things when at school

·         Use inclusive language like “our class, our friends, and we”

·         Give children opportunities to interact, play with, and help each other

·         Have pictures and posters up in your classroom that are representative of all the children’s lives

·         Take time to get to know every child and family

·         Listen to what children have to say—value their ideas

·         View mistakes and conflicts as opportunities for children to learn

·         Model positive relationships

David Walsh, president and cofounder of the National Institute on Media and the Family and award winning author of the book, No, Why Kids – of All Ages – Need to Hear it and Ways Parents Can Say It, writes on how to raise successful, healthy, and self-reliant kids. 

Dr. Walsh has a no-nonsense approach to parenting.  As I read the book, I found Dr. Walsh to be very practical with his clear and thoughtful real-world suggestions on how parents can best set limits and his ‘food for thought’ in providing discipline that will change your family’s quality of life.  

In the book, Dr. Walsh discusses the most significant lifestyle change for your kids over the last decade.  Kids today spend 44.5 hours a week on average in front of electronic screens, more time than any other activity other than sleeping. As a result, children are exposed to over one million ‘yes’ messages a year, nurturing a rising epidemic of Discipline Deficit Disorder. 

Dr. Walsh goes on to state that the constant barrage of ‘yes’ messages undermines crucial character traits for success, including self-reliance, respect, integrity and the ability to delay gratification.  Research shows that self-discipline is twice as strong a predictor of school success as intelligence.  Saying ‘no’ as a parent is not easy.  It is natural to want what is best for our children.  We want our children to have more than what we had as children, just as our parents, wanted the same for us. 

If anyone is looking for a good read and learn powerful parenting strategies that work, check out No, Why Kids – of All Ages – Need to Hear it and Ways Parents Can Say It, by Dr. David Walsh.

Let us know what you think.