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4.3: Skills, Responsibilities, and Qualities

  • Page ID
    202944
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    Introduction

    In the realm of early childhood education, professionals are tasked with a multitude of responsibilities that require a unique blend of qualities and skills. From fostering a nurturing environment to promoting cognitive and emotional development, early childhood educators play a pivotal role in shaping the foundation of a child's lifelong learning journey. In this section, we delve into the essential qualities, skills, and responsibilities that define a successful early childhood professional, highlighting the crucial role they play in supporting the holistic development of young children.

    Qualities

    In the dynamic landscape of early childhood education, the role of the professional should embody a diverse array of qualities that go beyond mere expertise.

    Self-awareness

    Self-awareness refers to the ability to understand one's own thoughts, values, emotions, behaviors and feelings (Sutton, Williams & Allinson, 2015). In the context of early childhood professionals, self-awareness plays a crucial role in recognizing, understanding, and responding to:

    • attitudes, biases, and beliefs that may influence their interactions with children, families, and colleagues;
    • their personal and professional strengths and areas for growth to seek ongoing training, mentorship and professional development opportunities to enhance skills and effectiveness in supporting young children's development;
    • a developed sense of empathy and emotional intelligence to connect with children on a deeper level, understand their perspectives, and respond to their needs with sensitivity and compassion.

    Knowledge and skills

    Knowledge provides the foundation upon which skills are built. Early childhood professionals need a deep understanding of child development theories, early learning principles, curriculum frameworks, and best practices in working with young children. This knowledge equips them with the understanding of children's needs, the ability to plan developmentally appropriate activities and environments, and the insight to recognize and address developmental milestones and challenges.

    Skills encompass the practical abilities and competencies required to implement this knowledge effectively. Many of the professional skills early childhood professionals must possess are shared earlier in this section.

    Professional Code of Ethics and Conduct

    A professional code of ethics and conduct provides guidelines for how early childhood professionals should behave, including resolving ethical and morale dilemmas encountered in the field (NAEYC, 2011). It emphasizes honesty, respect, and putting children's well-being first. This code covers things like treating everyone fairly, keeping information private, and being aware of different cultures. Having and following a professional code helps create safe and caring environments for children to learn and grow.

    More information will be covered on this topic later in the chapter.

    Life Long Learner

    Being a lifelong learner means continually seeking new knowledge, skills, and experiences throughout one's life. In the context of early childhood, embracing a mindset of lifelong learning is essential for staying up-to-date on the latest research, trends, and best practices in the field. Lifelong learners are curious, open-minded, and proactive in seeking out opportunities for professional development, whether through formal education, workshops, conferences, or self-directed learning. By remaining curious and adaptable, early childhood professionals can continuously improve their practice, better meet the evolving needs of children and families, and enrich their own personal and professional growth journey.

    Professional Affiliations

    Professional affiliations refer to organizations or associations that early childhood professionals join to connect with peers, access resources, and stay informed about developments in their field. These affiliations offer professionals opportunities to enhance their skills, stay current with industry trends, collaborate with others to promote and advocate for high-quality care and education for young children. Some notable organizations include:


    Professional Skills

    Effective Communication: Being able to communicate clearly and effectively with children, parents, colleagues, and other stakeholders is essential for building strong relationships and ensuring productive interactions.

    Patience and Empathy: Patience is key when working with young children, as they may require time and repetition to grasp new concepts. Empathy allows professionals to understand and respond to children's emotions and needs in a supportive manner.

    Collaboration and Teamwork: Early childhood professionals often work as part of a team, including other educators, administrators, and support staff. Collaborative skills are essential for effective teamwork, planning, and problem-solving.

    Creativity and Adaptability: Being creative in designing engaging learning experiences and activities, as well as being adaptable to changing circumstances or individual differences, are vital skills for fostering a dynamic and inclusive learning environment.

    Cultural Competence: Understanding and respecting cultural diversity, including children's backgrounds, languages, traditions, and family structures, is essential for creating inclusive and culturally responsive learning experiences.

    Problem-Solving Skills: Early childhood professionals encounter various challenges and obstacles in their work. Strong problem-solving skills enable them to identify issues, analyze root causes, and implement effective solutions to support children's learning and well-being.

    Organization: Keeping track of lesson plans, schedules, assessments, and other administrative tasks requires strong organizational skills. Being well-organized helps professionals manage their workload efficiently and maintain a structured and effective learning environment for children.


    Responsibilities

    Table 4.3.1 Responsibilities and Professional Skills in the ECE Field

    Responsibility Defining in the ECE Field Primary Professional Skills Needed
    Interactions Being able to work and communicate with children and/or their families. Interactions occur both in and out of the classroom.
    • Communication
    • Empathy
    • Understanding
    • Cultural Competence
    • Knowledge
    Managing Different Temperaments Managing different temperaments refers to the ability to understand, accommodate, and respond effectively to the diverse personalities, behaviors, and emotional tendencies exhibited by children in an educational setting. Children have varying temperaments that influence how they interact, communicate, and respond to different situations.
    • Observation and Assessment
    • Understanding
    • Knowledge
    Setting the Tone Establishing the overall atmosphere and approach that shapes the learning environment and interactions among children and professionals. This involves creating a positive, nurturing, and engaging space where children feel safe, supported, and motivated to explore, learn, and interact with others. It

    It includes aspects such as:

    • creating clear expectations for behavior,
    • using positive language and reinforcement,
    • fostering a sense of curiosity and discovery,
    • promoting respectful interactions among children and adults, and
    • creating a structured yet flexible environment that caters to children's individual needs, interests, and developmental stages.
    • Communication and Active Listening
    • Cultural Competence
    • Flexibility
    • Knowledge
    • Collaboration
    • Creativity
    Planning and Executing Activities and Experiences As professionals progress through the day, their interactions, management, and sensing of the tone inform both a conscious and unconscious (Gordon & Browne, 2007) evaluation of what is happening and what to do. The process by which professionals plan and execute activities and experiences is rooted in these evaluations.
    • Knowledge
    • Observation and Assessment
    • Collaboration
    • Problem-Solving
    • Adaptability
    Keeping Records including observations and assessments on children's development  

    References

    National Association for the Education of Young Children. (2011). Code of Ethical Conduct and Statement of Commitment. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf


    This page titled 4.3: Skills, Responsibilities, and Qualities is shared under a CC BY-SA license and was authored, remixed, and/or curated by Heather Carter and Amber Tankersley.