3: The Early Childhood Teaching Profession
- Examine effective relationships and interactions between early childhood professionals, children, families, and colleagues, including the importance of collaboration.
- Identify professional pathways in early childhood education, including career options and professional preparation.
In this chapter, we will cover information about the “nuts and bolts” of working with young children that may answer some of your initial questions (and maybe spark more). In the first draft of this chapter, we invited a new teacher to write with us. What better way to get to know your roles and responsibilities than from someone who is just beginning their own journey? For this edition, we have incorporated portions of her work in this chapter, along with thoughts from other new teachers, and since the questions you reflected upon in the opening exercise probably began with one of the words in the diagram below, we will take that approach to the chapter.
What questions do you have about working with young children?
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- 3.1: Standards and Competencies
- The page discusses key standards and competencies for early childhood education, as defined by NAEYC and California Early Childhood Educator Competencies. It outlines the NAEYC standards, which include promoting child development, fostering family and community relationships, and implementing effective educational approaches. Additionally, the NAEYC Code of Ethical Conduct is highlighted, addressing ethical responsibilities to children, families, colleagues, and the broader community.
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- 3.2: Why?
- The page discusses the importance of understanding and defining one's "why" when working with young children, drawing inspiration from Simon Sinek's concept. It emphasizes the significance of aligning personal motivations with the broader goals of the field, as represented by the National Association for the Education of Young Children's Code of Ethical Conduct and Developmentally Appropriate Practices.
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- 3.3: Who?
- This page discusses the diversity and development of children in early education programs, categorizing them into age groups from infants to early elementary levels. It highlights the importance of respecting and valuing each child's uniqueness and emphasizes the need for strong partnerships with families, who are seen as crucial teaching partners. The role of teachers is explored, underscoring the necessity of diverse skills, reflective practices and the importance of relationships in teaching.
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- 3.4: What?
- The document provides a glossary of common terms used in early childhood education, such as ECE, CD, and DAP. It outlines the responsibilities of preschool teachers, emphasizing the importance of reflection, observation, and developing relationships with children and adults. The text also highlights the value of continuous assessment and coaching for professional development.
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- 3.5: When?
- Most programs typically operate Monday through Friday, offering full-day, half-day, or part-day schedules, with limited options for evenings and weekends. Working in early childhood education involves planning, creating supportive environments, and developing relationships in and out of the classroom. New teachers often engage in continuous learning and community involvement through organizations like the NAEYC.
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- 3.6: Where?
- Early childhood programs can take place in a variety of settings including the child's home, someone else's home (family childcare), religious establishments, schools, parks, community centers, and online. New teacher comments emphasize the diverse environments available and how the pandemic spurred creativity in online learning. The focus is on the activities and interactions that occur in these settings, rather than the physical location itself.
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- 3.7: How?
- The document outlines the pathways and educational requirements for careers in early childhood education, particularly in California at the College of the Canyons. It discusses obtaining credentials like the Child Development Associate (CDA), earning an Associate Degree for Transfer (ADT), and pursuing further academic degrees (Bachelor's, Master's, Doctoral) to work with children and families. It emphasizes lifelong learning and suggests engaging in professional development via networking.
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- 3.8: In Closing
- This chapter explores key elements of the early childhood teaching profession, emphasizing the importance of understanding one's motivations and delineating the roles of children, families, and educators. It discusses the requirements for becoming a successful educator and provides guidance on accessing information and resources. The upcoming chapters will delve into practical aspects, with Chapter 4 focusing on observation and assessment to tailor educational experiences to children's needs.