CHAPTER 3- THE EARLY CHILDHOOD TEACHING PROFESSION
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Learning Objectives 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. |
NAEYC STANDARDS
The following NAEYC Standard for Early Childhood Professional Preparation addressed in this chapter:
Standard 1: Promoting Child Development and Learning
Standard 2: Building Family and Community Relationships
Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
Standard 5: Using Content Knowledge to Build Meaningful Curriculum
Standard 6: Becoming a professional
PENNSYLVANIA EARLY CHILDHOOD EDUCATOR COMPETENCIES
Child Development and Learning
Culture, Diversity, and Equity
Family and Community Engagement
Learning Environments and Curriculum
Professionalism
Relationships, Interaction, and Guidance
NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN (NAEYC) CODE OF ETHICAL CONDUCT (MAY 2011)
The following elements of the code are touched upon in this chapter:
Section I: Ethical Responsibilities to Children
Ideals: 1.1 – 1.12
Principles 1.1 – 1.11
Section II: Ethical Responsibilities to Families
Ideals: 2.1 – 2.9
Principles: 2.1 – 2.15
Section III: Ethical Responsibilities to Colleagues (it is broken into two specific responsibilities)
– Responsibilities to coworkers Ideals: 3A.1 – 3A.4
Principles: 3A.1 – 3A.4
– Responsibilities to employers Ideals: 3B.1 – I – 3B.2
Principles: 3B.1 – P – 3B.5
Section IV: Ethical Responsibility to Community and Society (we have both an individual and a collective responsibility)
Ideals: 4.1 – 4.8
Principles: 4.1 – 4.13
PREVIEW
Pause to Reflect
What questions do you have about working with young children?
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.
Figure 3.1 – Questions to explore as you learn about the profession
WHY?
Simon Sinek encourages us to start with “why”. His Ted Talk (Start with Why)xxiii highlights the importance of beginning with this understanding, to help everything else fall into place. So let us start there.
Pause to Reflect
WHY do you want to work with young children?
The way that you answered will have much to do with how you move forward. It will help you define your core beliefs about working with young children, the type of program you will feel comfortable in; how you will approach your career and the tasks you will prefer doing. Revisit your “why” often and use it wisely to guide you.
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New Teacher Comment “The first time I watched Simon Sinek I was blown away! Whenever I am not sure how to proceed, I go back to my “why.” When I went on job interviews, some places “felt” like a better place than others to work, a better “fit.” I realized that was my “why” guiding me. I use “why” as a starting place for guiding behavior. I begin by listing all of the reasons a child might behave a certain way and plan from there.” |
While you will have an individual “why,” the field of early childhood education also has a collective “why” that guides our work. Almost every profession has an organizing body that unifies its members’ voices. The National Association for the Education of Young Children (NAEYC), established in 1926 and always evolving, is the premier professional organization for those working with young children and families. We encourage you to visit their website naeyc.org to view the many resources available to you, including articles, books, research, conferences, and position statements. Because there are so many individual “whys,” rather than telling professionals specifically what to do in every situation, NAEYC has compiled two statements that broadly define our unified early childhood “why.”
The first is a Code of Ethical Conduct, which lays the foundation for “why” we behave as we do are provided in the NAEYC Statement of Commitment:
As an individual who works with young children, I commit myself to furthering the values of early childhood education as they are reflected in the ideals and principles of the NAEYC Code of Ethical Conduct. To the best of my ability, I will:
Never harm children.
Ensure that programs for young children are based on current knowledge and research of child development and early childhood education.
Respect and support families in their task of nurturing children.
Respect colleagues in early childhood care and education and support them in maintaining the NAEYC Code of Ethical Conduct.
Serve as an advocate for children, their families, and their teachers in the community and society.
Stay informed of and maintain high standards of professional conduct.
Engage in an ongoing process of self-reflection, realizing that personal characteristics, biases, and beliefs have an impact on children and families.
Be open to new ideas and be willing to learn from the suggestions of others.
Continue to learn, grow, and contribute as a professional.
Honor the ideals and principles of the NAEYC Code of Ethical Conduct. xxiv
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New Teacher Comment “I was amazed at how much I use the ethical guidelines. At least once a week I run into an issue with a child, parent, or co-worker that is not a straightforward right and wrong. This code helps me put things into perspective and handle them in a professional manner, especially as a new teacher. When a coworker approached me with juicy gossip about another coworker, I quickly informed her that if that coworker wanted me to know herself, no need to talk behind her back. Straight from the Code of Conduct! Boom! I find these 2 documents blend nicely. When I am faced with planning curriculum, I can look at what is developmentally appropriate and then, justify it further by considering it ethically. Our teaching team has found that planning by using Developmentally Appropriate Practices makes for a happy, healthy classroom, well prepared to embrace life and learning. I whole-heartedly agree that what teachers do is the single most important factor in the classroom!” |
The second set of guiding principles compiled through years of research on how young children develop and learn lays a foundation for the general practices we use when planning, implementing, and reflecting on interactions and experiences in our programs. Again, rather than a step-by-step guide on exactly what to do in every situation, these “Developmentally Appropriate Practices” highlight the “whys” that guide what we do with young children. The content presented in this textbook is based on these principles, which include:
Practices that:
Are appropriate to children’s age and developmental stages, attuned to them as unique individuals, and responsive to the social and cultural contexts in which they live.
Include comprehensive, effective curriculum incorporating knowledge that all domains of development interrelate.
Embed what is known about the interrelationships and sequences of ideas, so that children’s later abilities and understandings can be built on those already acquired.
Know that both child-guided and teacher-guided experiences are vital to children’s development and learning.
Understand that rather than diminishing children’s learning by reducing the time devoted to academic activities, play promotes key abilities that enable children to learn successfully.
Hold critical that a teacher’s moment-by-moment actions and interactions with children are the most powerful determinant of learning outcomes and development. Curriculum is very important, but what the teacher does is paramount.
Ensure that teachers are able to provide care and education of high quality, they must be well prepared, participate in ongoing professional development, and receive sufficient support and compensation.
Realize that children are part of families and communities and that partnerships between home and school are crucial.xxv
Pause to Reflect
How does your personal WHY fit into this collective WHY?
WHO?
Who are the children?
The children you will work with are as diverse as the people that work with them. Many programs are divided by age groups, so that is one way to define “who”:
Infants – from birth to about 12 months (1 year) of age
Toddlers – from about 12 months (1 year) to 30 months (2 ½ years) of age
Preschool – from about 2 ½ to about 5 years of age
Pre – Kindergarten or T-Kindergarten – usually 4-5 years of age
Kindergarten – 5 years of age
Early Elementary (Grades 1-3) – 6-8 years of age
As you will learn in Chapter 5 (Developmental Ages and Stages), each of these ages presents very different developmental stages and teachers work with each group accordingly. Some programs focus on just one of these age groups while others may incorporate several or all of them.
Figure 3.2 – These preschool-aged children all need to feel respected, valued, and loved.xxvi
The children you work with can be defined in many other ways, some of which you will visit in this class, as well as in other early childhood courses. Each child is unique and will come to you with their own experiences, strengths, and temperaments. Some you will connect with right away, and others you will need to stretch yourself to understand. The one thing that EVERY child you work with will have in common is the need to be respected, valued, and loved. They need a safe place to trust and make connections, to feel comfortable and included. One of your primary jobs as a teacher is to connect with each child and value them as individuals.
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New Teacher Comments “My team teacher and I start each new school year generally planning for the stages of the children we will have in my classroom. Then we spend the first few weeks getting to know each individual child, focusing on making connections, and then adjust our plans accordingly. Each new year it takes me quite a bit of time to feel comfortable with the new children. They all start out as a blur and then ever so slowly they come into focus with each bringing their own pieces to the whole picture. At the start of the school year, I make a list of the children and take a photo. Each night when I go home, I try to make a note about at least 4 different children; personality, interests, and 2 weeks later I know so much!” |
Who are their families?
Often, when we choose to work with children, we do not realize that by extension that means working with families. The younger the children, the more they are connected to the people in their home, and best practices for young children include partnerships between their two most important worlds, home, and school.
Figure 3.3 – Children’s families and homes are important. xxvii
In Chapter 8 (Partnering with Families), we visit many aspects of working with families, so here we will simply say, just as your family is important to you and taught you many things, so too it will be for the children and families you work with. We need to conceptualize that families are a child’s first teachers and will be strong and valuable teaching partners while their child is with us. They are entrusting us with their most prized possession and expecting that we will cherish that child as they do. A privilege indeed!
Who are the teachers?
As can be imagined, the people that are called to teach are diverse indeed. Each brings their own set of strengths, interests, beliefs, and experiences. There is no “one right way” to teach; no magical guide you can refer to that will tell you exactly what to do in every situation. Every teacher will approach circumstances differently and this is both the joy and the trial of teaching. Your “why” will determine much of what you do. This will blend with your knowledge, experiences, and dispositional traits to guide you on your teaching journey.
Figure 3.4 – A teacher in action.
With that being said, there are some skills and traits that are helpful for high-quality teachers to possess. Some of them are knowledge-based and you will learn them as you complete your courses and field experiences. Time and time again we hear new teachers reflect on the importance of realizing that the early childhood classes they are taking are “job training” courses that should be valued with time spent understanding and internalizing the content rather than simply trying to pass with minimal effort to complete them.
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New Teacher Comment “In looking back, I wish someone had helped me understand that these ECE classes would be important information for my career. I hate to admit it, but so much of high school and college felt like “busy work” that I did not put in the effort I should have, and now I regret the fact that I did not learn it fully when I should have. I am going back a lot more than other teachers to relearn what I should have in classes.“ |
This will be particularly true with experiences in the field. Most likely, at some point in your course of study, you will be expected to visit programs to observe and participate. While this can be difficult to fit into your schedule, as well as frightening to undertake, these experiences are crucial to developing your skills as a teacher. You can read and study all of the content you can, but until you actually put it into practice with real children, it cannot come to life for you. We encourage you to try as many different experiences with children as you can. Certainly, some class assignments will lend themselves to this endeavor, as will volunteer opportunities in the community. Ask your instructors or others in the field about these types of experiences.
You never know what adventures await until you ask.
While your education, knowledge, and experiences will prove vital to your success as a teacher, there is another realm of traits to be considered.
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Pause to Reflect Think back to a teacher that made a positive impression on your life. What traits did that teacher possess that make them stand out to you? |
Perhaps you listed some of their education or experiences, but more than likely you included some “dispositional” traits as well. Lillian Katz was one of the first to define some of the dispositions that high-quality teachers seem to possess. While some of these can be studied and developed, most occur naturally in the noted quality teachers.
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High Quality Teachers Here a list of dispositions and traits frequently noted as occurring in high quality teachers: Reflective Compassionate Authentic Supportive Respectful Encouraging • Safe Trustworthy Positive Shares control Focuses on strengths High, realistic expectations Kind Patient Dedicated Knows learners Engages learners Ethical Growth Mindset Approachable Presentxxviii |
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Pause to Reflect Look at the list above. What dispositional traits do you currently possess? Are there some you may not yet have, but can develop? How would you plan to develop them? |
One key factor successful teachers share is the ability to continually look inward through reflection. In the yellow-green colored boxes, we have asked you to “Pause to Reflect.” Why?
The Reflective Process
Learning occurs when we take risks, when we make mistakes, when we inquire, and when we experience new things. All humans are unique and process their environment from their own unique perspectives. Our perspectives are informed by the interaction of nature (genetics) and nurture (environment) and both have an impact on how we process relationships with our families, our friends, our colleagues, etc. These interactions provide us with a foundation that shapes the way we view current and future relationships. As we engage in relationships with children and their families, we use reflective practices to learn more about ourselves, including our dispositions.
As we learn more about ourselves, we have the opportunity to develop broader ways to engage in relationships with the children and families we serve. The experiences we afford children and families cannot happen without the layers of a healthy relationship. Healthy positive relationships that guide and support children are the foundation of quality teaching. Authenticity and compassion are ways of being that create supportive environments for children to flourish. The strength of a teacher’s knowledge about themselves in relation to others creates opportunities for the children and families they serve to have respectful and reciprocal relationships to ensure that the child is always considered when making the multitude of decisions that are made throughout the day.
You may ask why it is so important for me to know more about myself in relation to others. As the teacher, you are the primary force in the classroom. As the quote below indicates, you, as the teacher, hold the key to creating an environment where children and their families either can flourish or diminish. Being able to value every human comes from our deep knowledge about ourselves. This is done through reflective practice.
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Quotable “I have come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized. ” – Haim Ginott |
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Pause to Reflect How does this quote resonate with you? Why? |
We reflect in many ways, both informally and formally, in private and with others, during the experience and after, knowingly and unknowingly. All are valuable and we encourage you to try many different ways until you internalize the process that makes the most sense for you and moves you toward being an “instrument of inspiration”.
Go back to the list of traits above. As you look through it again, do you notice that almost all include relationships in some way? Relationships are at the core of quality teaching.
Relationships Build Connections in the Brain
How can something as intangible as a relationship affect learning and the brain? Relationships are connection, communication, and consideration. The brain is very much an active participant in recording, building, and shaping relationships. Research in human brain mapping has recognized a Neuro-Relational approach that tells us:
“Experience, not simple maturation, changes the brain (neuro).” Moreover, “all learning happens in the context of relationships (relational).” xxix When a child shows distress, a caregiver who has a proven relationship with that infant (or child) through appropriate response and respect can help the child return to a sense of calm. This is shown by tracking brain patterns of distressed children who are being monitored with brain imaging machines. The child’s brain pattern also has an effect on the caregiver’s brain pattern, both regulating each other. Both the child and the caregiver’s stress response system synchronize and return to a frequency that is conducive to learning.xxx
The knowledge that healthy, positive, relationships are primary in creating an environment conducive to learning, helps us to structure the emotional environment with supportive and loving exchanges where children and families feel supported and appreciated. Science has shown us the link between body and mind. It has measured emotions and how different emotions affect brain waves and brain development.
We have learned that children, who experience stress, have brains that are wired to react rather than respond. Dr. Bruce Perry, a renowned psychiatrist, who has dedicated his career to the treatment of and research into childhood mental health, has spoken out about how early traumatic experiences shape the brain and what we can do to counteract the detrimental effects this has on lifelong mental health. The following are two recent quotes from his presentation at a conference:
“You can’t access the brain without relationships.”
“Lack of belonging activates the stress response. The cortex shuts down and learning can’t happen. Connections are the superhighway to the cortex.”
That, concisely, helps us to see the value of building relationships that help children and families have that sense of belonging that they deserve to thrive in our school environment.
Who are the other professionals supporting children?
Some of you may think you want to work in some way with children and families, but may not be sure that “teaching” is the right fit for you. Many experts will recommend starting as a teacher assistant or teacher, regardless of your later plans. That is because this experience will prove a valuable addition to whatever career you pursue in the field.
Keep in mind that “teaching” may look very different with different age groups. While the forming of relationships will lie at the core of all quality teaching, the interactions, roles, and duties will vary tremendously. We encourage you to spend some time with different age levels to get a feel for your best “fit.”
Whatever age group you are working with, we encourage you to give yourself some time to get comfortable before you decide it is not for you. Teachers go through stages and in the initial stage of survival, it is difficult to discern if it is the age group, the program, or just your limited experience that is feeling overwhelming and uncomfortable.
Below is a table of the stages you can expect to go through over the years on your teaching journey:
Table 3.1 – Stages of the Teaching Journey
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Stage |
Common Feelings |
Common Needs |
Advice from the Field |
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Survival |
Fear, inadequacy, doubt, overwhelmed, exhaustion |
Support, practical information and advice, understanding, a mentor or coach, resources |
Hang in there We’ve all been there It gets easier Mistakes are learning opportunities…learn a lot |
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Clarity |
Clearer understanding, noticing individual children and needs, a little less fear, moments of adequacy |
Continued support, continued resources, a mentor or coach, encouragement to try new things, |
You got this We believe in you Keep on trying Focus on what you like to do Enjoy the children |
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Growth |
Knowledgeable, comfortable, take new risks, reflective |
Support, encouragement to do things your way, reflection, team teaching |
Way to go Keep growing Know your strengths Try new things |
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Stage |
Common Feelings |
Common Needs |
Advice from the Field |
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Step outside your comfort zone |
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Mastery |
Accomplished, proud, invigorated, seeking new challenges,
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Branching out, mentoring or coaching others, taking on new roles and responsibilities, community connections, professional organizations |
Time to support others Share your strengths Be a role model Consider advocacy Join the profession
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Keep in mind that each time you begin a new endeavor (ie: teaching at a new location, new age group, new role) you will move back to survival and through the stages, although the timing may be shorter. Knowing this allows you to give yourself permission to feel the way you need to feel and seek the support you need throughout your career.
Who will be with me?
One of the wonderful aspects of our field is that you are rarely alone. In addition to the children and families, you will have colleagues who can support your journey. You may find yourself working with any or all of the following:
Table 3.2 – Who Teachers May Work With
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Role |
Description |
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Director/Manager/ Principal |
Usually runs the day-to-day operations, oversees teaching staff, is involved in hiring, provides resources and support, and budgeting. |
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Office Staff |
Keep records, handle paperwork, phone calls, administrative support. |
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Team Teacher / Assistant/Aide |
Additional person, you will collaborate within your classroom. It’s common practice to provide support for each other, offer a variety of role models for children and families, and offer different strengths. |
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Specialists |
Sometimes a specialist works in the classroom with individual children or the group. Usually providing specialized services in Occupational Therapy (OT) (life skills), Physical Therapy (PT), Speech and Language, or Behavioral intervention they may be part of the teaching team all day or for brief segments throughout the week. |
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Other Staff Members |
From time to time, you may work with custodians, food service providers, health specialists, and others performing duties related to the classroom. |
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Volunteers |
Family or other community members working in a variety of capacities as part of the teaching team. |
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College Students |
From time to time college students may work in the classroom as part of their training. |
In addition to the above list, we encourage you to find a mentor or coach, someone you can turn to with questions or when you need support. In the field of early childhood, many of us “pay it forward.” Someone provided support for us when we were new to the field with the understanding that we would do the same when our time came. Most early childhood teachers are kind, caring professionals who want to see you succeed. Each time you succeed, our field succeeds and the children and families we work with receive the quality experiences they deserve. Ask your instructor or another resource if they know of any formal or informal mentor programs in your area.
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New Teacher Comments Letter from a Fieldwork Student My experience is limited. I want to learn. Please don’t expect perfection whenever I interact, guide behavior, lead a lesson, or do bulletin boards. Please be patient with me. My eyes have not yet been trained to see all the students in the classroom most of the time. Classroom responsibilities will always be there. I’m only with you for a short time. Please take time to explain things to me and do so willingly. My feelings are real. Please be sensitive to my needs and don’t get annoyed if I ask a lot of questions and am uncertain about what to do sometimes. Treat me as you would like to be treated. I am a unique individual, like each one of your students. Please treasure my being, holding me accountable for my actions, giving me guidelines to follow, and disciplining me in a professional manner, if need be. I need your support and encouragement to grow. Pointing out what I am doing correctly and occasional praise can be reassuring and help me feel comfortable to take risks and grow. Please give me constructive feedback, focused on the things I do, without criticizing me. Please give me the freedom to make decisions and test them out as long as they don’t jeopardize the well-being and safety of the students. If I fail, I can learn from my mistakes. Then I’ll be better prepared to make decisions life requires of me. Please invite me to appropriate faculty meetings, seminars, workshops, parent meetings and to join educational organizations, setting a good example for me to follow. I may not be able to attend but I will appreciate your confidence in me as a future fellow professional. Sincerely, A New Fieldwork Studentxxxi |
If you want to work with children and families, but are not sure teaching is for you, there are many other career options you are encouraged to explore.
Career options in Early Childhood Education and Child Development
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Area |
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Careers |
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Child Development Focus |
• • • • • • • • |
Teacher Aide Assistant Teacher* Associate Teacher* Teacher* Master Teacher* Site Supervisor* Program/Center Director* Early Childhood Special Education Teacher** |
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• |
Curriculum Coordinator** |
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• |
Infant Specialist |
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• |
School Age Specialist |
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• |
Owner/Operator of an Early Childhood Program |
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• |
Licensed Family Child Care Provider |
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Elementary Settings |
• • • • |
Instructional Aide Credentialed Teacher** Transitional Kindergarten Teacher** Early Childhood Special Education Teacher** |
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• |
Afterschool Program Staff |
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• |
Afterschool Program Coordinator |
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Adult Education and Training |
• • • • |
Child Development Trainer** Community College Instructor** Infant/Toddler Certified Trainer** Parent Educator** |
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• |
Vocational Educational Instructor** |
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Community and Social Services |
• • • • • • • |
Parks and Recreation Aide Parks and Recreation Program Supervisor School-age Enrichment Program Staff/Leader Child Life Specialist** Community Care Licensing Analyst Family Services Advocate Resource and Referral Specialist |
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• |
Early Intervention Specialist** |
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• |
Home Visitor |
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• |
Project/Program Administrator in Child Related Agencies** |
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• |
Early Childhood Mental Health Specialist** |
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• |
City/County Child Care Coordinator** |
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Area |
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Careers |
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Other Related Work Options |
• • • • • |
Child Development Researcher** Child Care and Development Consultant Playground Designer Sales/Marketing for Early Education Materials Child and Family Public Policy Specialist |
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• |
Pediatric Nurse** |
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• |
Pediatrician** |
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• |
Family Therapist** |
*Refers to the levels on the Child Development Permit Matrix
**These positions usually require a bachelor’s degree and additional training
WHAT?
What does that mean?
Like most fields, early childhood has terminology that is helpful to know. Here is a “starter” list to get you started:
ECE (Early Childhood Education) and CD (Child Development): often used interchangeably to reflect the science and study of how young children develop and learn.
Chronological: actual age of a child (or adult) based on their date of birth.
Program, Site, Center, School: all terms used to reflect early childhood educational locations.
Pre-K (Pre-Kindergarten and T-K (Transitional-Kindergarten): programs for children the year before they begin kindergarten.
Teacher: a person who facilitates learning. Sometimes used as a specific label based on educational criteria and other times used more broadly to include all people in a child’s life who facilitate that child’s development and learning.
Reflection: a growth mindset focusing on divergent thinking and analysis.
Divergent thinking; brainstorming or broadly thinking of many solutions
Convergent thinking: narrowing thoughts to one answer
Whole Child: looking at all aspects of a child (physical, cognitive, emotional, and social)
Domains of development: a way of labeling the various aspects of a “whole child” (defined further in Chapter 5)
Observation: the primary means of understanding the children we work with to plan appropriate interactions and experiences (defined further in Chapter 4)
(DAP) Developmentally Appropriate Practices
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New Teacher Comment “I was so confused at first by all of the terms and the use of letters (acronyms) in my classes and at work. At first, I didn’t ask because I thought I should know them all but this just made me less effective. When I finally got over myself and adopted this phrase “I should probably know, but what exactly does that mean?” I was amazed at how helpful people were at explaining. I started a list (part of which is shared above) and pretty soon I was the one sharing what terms meant with other people. This was particularly helpful for me to remember when talking with parents; they don’t know either and can be very intimidated (like I was) to ask.” |
What responsibilities will I have?
Preschool teachers play a central role in ensuring the preschool program is of high quality. They bring a wide range of skills and qualities to the job of guiding young children’s learning and development. Since one of them is constantly reflecting, we thought it might be helpful for you to see the basic teacher responsibilities through the lens of a teacher evaluation. Evaluations are a formal way that teachers can assess their strengths and areas for continued growth. The way teachers are evaluated will vary tremendously, but in some way, teachers should be engaging in ongoing reflection on the following core classroom responsibilities.
Bucks County Community College ECE PRACTICUM
Student Fieldwork Evaluationxxxii
Student name:_________________
Supervising teacher/setting:__________________________________
| Criteria | Always demonstrates | Often demonstrates | Sometimes | Never demonstrates | Not Applicable |
| Attends the fieldwork site at scheduled times.
Calls when absent and makes up the time. |
3 |
2 |
0 |
0 |
NA |
| The student arrives at their placement on time.
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3 |
2 |
0 |
0 |
NA |
| The student teacher exhibits professional behavior and demeanor in the classroom.
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3 |
2 |
1 |
0 |
NA |
| The student teacher follows the directions of the classroom teacher and school policies.
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3 |
2 |
1 |
0 |
NA |
| The student teacher displays a professional demeanor with students.
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3 |
2 |
1 |
0 |
NA |
| Criteria | Always demonstrates | Often demonstrates | Sometimes | Never demonstrates | Not Applicable |
| The student teacher demonstrates the academic skills necessary for effective instruction. |
3 |
2 |
1 |
0 |
NA |
| The student teacher demonstrates spoken and written language which is clear and accurate. |
3 |
2 |
1 |
0 |
NA |
| The student teacher demonstrates an understanding of appropriate classroom/behavior management techniques. |
3 |
2 |
1 |
0 |
NA |
| The student teacher demonstrates appropriate instructional practices when working one to one or in small groups.
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3 |
2 |
1 |
0 |
NA |
| The student teacher demonstrates effective communication skills when working with students. |
3 |
2 |
1 |
0 |
NA |
| Criteria | Always demonstrates | Often demonstrates | Sometimes | Never demonstrates | Not Applicable |
| Lesson plans are developmentally appropriate. |
3 |
2 |
1 |
0 |
NA |
| Lesson plans demonstrate appropriate planning. |
3 |
2 |
1 |
0 |
NA |
| The student teacher demonstrates an ability to modify lessons so that the children will be successful. |
3 |
2 |
1 |
0 |
NA |
| Students will use technology within the classroom appropriately. |
3 |
2 |
1 |
0 |
NA |
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Pause to Reflect Look through the responsibilities above. Which do you think will be the easiest for you to master? The most difficult? Why? |
Teaching is a process. We learn more as we practice the art of teaching. Malcolm Gladwell, in his book. “The Tipping Point,” says that in order to be an expert at something, you need to spend 10,000 hours doing it. xxxiii That is quite a long time! Factor in all of the informal teaching that you have done over your lifetime and you still can see that it will take some time to master the skills above and move to the “Mastery” stage of teaching.
In addition to the classroom skills mentioned above, teachers take on a variety of other roles informally that you may not think of right away. These may include:
Nurse
Janitor
Researcher
Cook
Interior Designer
Graphic Designer
Counselor
Artist
Plumber
Interpreter
Reporter
Mediator
Student
Performer
Cheerleader
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Pause to Reflect Look through the additional roles above. Which makes sense for you? Which needs further clarification? Can you think of others to add? |
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New Teacher Comment “I am surprised each day by the many roles I play. I am glad I am open to trying new things and chipping in where needed. Quality teaching is a team effort in all regards, even if it means plunging the toilet when a child flushes a wooden block and the custodian isn’t available.” |
As mentioned earlier, a key way we reflect is through ongoing assessments. These are meant less of a “test of performance on evaluation day” and more of an ongoing feedback opportunity.
Assessment affords us the following:
A key to gaining the knowledge and skills needed to continually grow and change as early childhood professionals.
The opportunity to address specific goals and how those goals will improve your teaching.
A feedback loop is sometimes referred to as “appreciative inquiry.”
Part of the process of becoming an early childhood professional is having a growth mindset. That means that you are able and willing to hear the feedback from others and integrate that feedback through inquiry and reflection. You can hear that feedback in the spirit it is given – for growth.
During the beginning of your career as an early childhood professional, you may engage with a coach, who is often a part of the staff at your program that can help you to improve your knowledge and skills. One of the best ways for someone to coach you is to look at your strengths and support you with your challenges. Judy Jablon, the author of Coaching with Powerful Interactions, shares the importance of strength-based coaching. Here is an example of what that may look like:
You have asked your lead teacher to record you reading to a large group of children. Of course, you are nervous, but you trust your lead teacher to be honest and to provide feedback for growth. Later that day, you meet together to discuss together what you both see on the recording. After you both view the recording, your lead teacher begins the discussion:
Lead Teacher: What do you think about this after viewing the recording?
You: I could tell that I was nervous at the beginning, but once the children were engaged, a sense of calm came over me, and I felt pretty good about it.
Lead Teacher: Do you see any areas where you can grow and if so, what advice would you like from me?
You: One of the areas that I struggled with is allowing the children to freely express themselves as I was reading. I notice that you are much more comfortable with that when you read to the children. I would love to read with the ease that you do.
Lead Teacher: Thank you for noticing. Feeling the ease that you mentioned took a lot of time and guidance with the help of a coach during my early years of teaching. What she taught me with patience and compassion was really a gift. A gift that I am able to share with new teachers.
You: I would like to review the recording a bit more and then try it again next week. I plan to practice reading the book to see if that will give me more comfort. Thank you for being supportive and kind. I appreciate our work together.
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New Teacher Comment “I get very nervous for assessments but they end up being very helpful. I have started doing “self-assessments” of myself a lot and it helps to be prepared when my director comes to do my formal one. Although I feel very uncomfortable doing it, I am finding that videoing myself and watching it is the best way for me to get a true picture of my teaching.” |
What is a Professional Portfolio?
If an assessment can give you a snapshot of your strengths, imagine what an entire collection can do. That is the essence of a professional portfolio. It is a compilation of all of your strengths, a “brag book” if you will. Most teachers will use a 3 ring notebook or e-portfolio to house their resume, certificates, immunizations, letters of recommendation and samples of their professional work (activity plans, photos, work samples, resources, newsletters, etc.) and professional statements about important concepts (philosophy, core beliefs, best practices, etc.) These can be from classes, work-related endeavors, community service, or anywhere that highlights your skills. We encourage you to begin collecting items now and add them often.
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New Teacher Comment “I get so many compliments on my professional portfolio. I decorated it to reflect me and use it often. I brought it on interviews, set it out at Open House, and keep it in my work area to add to often. I was so nervous in my interviews that I was glad I had my portfolio to show. I found it helped with talking points and helped me show my work better than if I had just explained it. For one interview, I was so nervous that I just walked in, said “hi” and handed them the portfolio. They were impressed and I got the job!” |
that I just walked in, said “hi” and handed them the portfolio. They were impressed and I got the job
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New Teacher Comments – Advice as you begin your journey At the beginning, I felt overwhelmed. It gets better! Go to your site’s website and learn about their philosophy and school. It helps give an understanding of why they do what they do. Always plan ahead and stay on top of things! Smile and enjoy the experience. This is what you want to do. Get to know the children and your coworkers as soon as you can. Intimidating at first, but you will feel comfortable after a while. Visit a few times before you start to see how they dress and do things. Jump in as soon as you feel comfortable and do things early. Feel comfortable to talk about any questions or concerns. Observe as much as you can. Come early and stay late if needed. Choose your site carefully. Step out of your comfort zone. Communication is the key! Be flexible Go back to your previous class materials; it will help a lot View your “mistakes” as learning opportunities and always grow from them! Don’t be afraid to ask questions Ask for feedback Pay it forward when you can Find out procedures right away (time card, belongings, lunch,…) Don’t expect perfection from yourself or others Support others and they will do the same for you Begin a resource file and keep adding to it |
Pause to Reflect
What advice stands out for you? Why? How will you use it?
WHEN?
When are most programs open?
There are many different types of programs and the hours of operation, as well as options for attendance, vary. In general, you will find that most programs will operate on some or all of the days between Monday and Friday. Typical program hours include:
Full Day: Monday – Friday from early morning (6 or 7 am) through the evening (5 to 7 pm)
Half Day: Monday-Friday either morning or afternoon.
Part Days: Usually 2 or 3 days Monday-Friday
Before and after-school programs for elementary school children usually follow a Full Day schedule when the children are not in school
Most full-day programs will include a rest time for children, but most half days will not.
There may be very few programs with evening or weekend options, but the traditional workweek is still the majority of when programs operate.
When will I be working?
If you define a career as one’s life work, and a job as something you do to make money during designated hours, working with children will most definitely be a career.
Inside the Classroom
As seen in the assessment earlier in this chapter, early childhood professionals take on a variety of tasks inside the classroom. During the workday, teachers will be expected to:
Carefully plan the classroom environment.
Plan interactions and intentional learning experiences.
Create warm, respectful relationships with children and families.
Know how to handle conflict with others.
Plan a consistent, yet flexible daily routine.
Extend children’s development and learning.
Acknowledge and support children’s accomplishments.
Respond, instead of reacting.
Find meaningful ways to communicate and collaborate with families.
Be a positive role model.
Advocate for children and families.
Maintain an environment that supports health, safety, and nutrition.
Collaborate with team teachers and other colleagues
Attend staff meetings
Adhere to ethical practices
Outside the Classroom
There will also be a variety of tasks to perform outside of the classroom. These will include:
Preparing materials
Researching topics
Collecting resources
Attending workshops and conferences
Joining and participating in professional organizations
Developing relationships with community resources and advocacy
Continuing your education
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New Teacher Comments “I now understand the sign that sits on my directors’ desk, ‘A TEACHER’S WORK IS NEVER DONE.’” “I’m learning that as a new teacher I am spending much of my time outside of work preparing materials for my class. My friends joke about how I now look at any item to figure out how I might use it. The other day I asked them to save their toilet paper rolls and they laughingly agreed.” “When teachers aren’t with their classes, they are thinking about their classes.” |
Pause to Reflect
Was this what you were expecting? Why or why not?
When should I become more involved than just taking classes?
Because a career in early childhood education is multifaceted, taking classes is a necessary and beneficial start. So is volunteering whenever you can to gain experience. In addition, we encourage you to jump in and get as involved as you like in the profession. Perhaps you want to join attend a workshop or conference? Perhaps you want to join an organization.
As mentioned throughout the course, the “mother ship” of early childhood professionals is the National Association for the Education of Young Children (NAEYC). We mention them again here as a resource for your professional growth and development. Many high-quality programs and teachers adhere to their standards and are members of this organization.
While NAEYC is the primary organization for Early Childhood Professionals (naeyc.org), other organizations support our field as well. Here are a few of them:
Pennsylvania Association for the Education of Young Children (Pennaeyc is an affiliate of NAEYC)
Council for Professional Development
Professional Association for Children
National Head Start Association
World Association of Early Educators
National Child Care Association
Center on the Social and Emotional Foundations for Early Learning
There are many more, but this is just a taste of how rich the field is in supporting children and families and the practitioners that serve them.
We also encourage you to “look local”. Many community colleges offer clubs and organizations on campus that may feel more comfortable to start with. At Bucks County Community College, check out our Future Teachers Organization club and our local chapter of NAEYC, the Bucks County Chapter of PennAEYC @ http://buckspennaeyc.com/.
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New Teacher Comments “I am so happy I found our campus education club. I enjoy the meetings and have met so many people. I actually heard about my job through someone ata meeting who mentioned her program was hiring. I attended my first workshop and was blown away. I learned so much and had so much fun. I’m definitely signing up for more!” |
You might also consider exploring the Pennsylvania Early Care and Education (ECE) Workforce https://www.papdregistry.org/. The “Registry” is a web-based system designed to track and promote the employment, training, and education accomplishments of the early care and education ECE teachers and providers.
Pause to Reflect
What suggestions might you pursue to get “more involved” in the field?
WHERE?
Where do early childhood programs take place?
In Chapter 6 (Curriculum) and Chapter 7 (Learning Environments), you will be introduced to different types of programs, which sometimes determine where they occur. For now, here is a list of the most common places for young children to develop and grow:
The child’s home – this is often a child’s first classroom and many important skills are developed here
Someone else’s home – often-called home daycare or family childcare, there are a variety of types of programs that are run inside caregivers’ homes.
A church, synagogue, or similar establishment – often built for their own programs that take place on the weekends, these are empty during the week and can accommodate multiple uses. Programs operating in such locations may or may not be affiliated with the establishment that owns the building.
A school setting – either specifically designed for the age group served or modified to meet the needs of various ages.
A park or community center – some community spaces are dedicated to serving children in a variety of ways.
Online – synchronously (at the same time) or asynchronously (at different times independently)
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New Teacher Comments “In my practicum class, I was surprised to learn about all of the different places we could train. I thought a school setting was the only place, but there were so many wonderful options. COVID 19 meant that our in-person program needed to be moved to an online format. Some teachers got really creative with Zoom, Google Classroom, video chats, and other technology. One of my colleagues started with show and tell where she had each child in the class take a turn sharing whatever they wanted about their home. We saw bedrooms, favorite toys and met so many pets and family members. It was a wonderful way to connect! Interviewing different places I learned that it is not the building but what goes on inside and outside that makes the magic happen.” |
Where do I go to get more involved?
The resources above in the “When” section are a great place to get started. Ask your instructor if you would like to inquire further.
HOW?
As stated above, there are many careers related to working with children and families. Since many of you will look into teaching at some point in your early childhood career, let us take a closer look at how that might happen.
As you hone many of the interpersonal traits and dispositions needed, you will also be taking classes to complete the formal education necessary to meet program requirements.
Professional Pathways
The field of Early Childhood Education has multiple pathways for those who are interested in directly or indirectly working with children and families. This section will explore the education needed to become an early childhood professional, career options, and continuation of education and professional development.
Education
There are many entrance points along the career path in Early Childhood Education. The following pathways are to be used for those who are seeking employment in the State of Pennsylvania.
Child Development Associate Credential (CDA)
While the CDA has been around for 45 years, this is most recognized in states that do not have comprehensive higher education systems in Child Development or Early Childhood Education.
Here is some key information taken directly from the CDA website:
The CDA is based on a core set of competency standards, which guide early care professionals as they work toward becoming qualified teachers of young children.
The Council works to ensure that the nationally transferable CDA is a credible and valid credential, recognized by the profession as a vital part of professional development.
CDAs have knowledge of how to put the CDA Competency Standards into practice and an understanding of why those standards help children move with success from one developmental stage to another. CDAs know how to nurture the emotional, physical, intellectual, and social development of children. xxxiv
For those who hold a CDA Credential, in Pennsylvania, it can be used in the following ways:
You can use them as transferable units to a higher education program of study to continue with the additional units you would need to work in an early education center as a lead teacher, asst director, or director.
Work in an early education center as an assistant teacher.
Associates Degree: PreK-4 Major or Paraprofessional degree
You can earn an associate’s degree, which requires that you complete 27 specific units of ECE along with the general education requirements of an associate’s degree. The Associate’s Degree you earn at Bucks County Community College is a stand-alone degree or a transfer degree, which means that with your degree, you will be accepted at any of the 14 Pennsylvania State schools (https://www.passhe.edu/universities/index.html), plus several private 4-year colleges, and you would enter as a junior (provided that you are continuing your education in Prek-4 or Special Education).
See our list of potential transfer schools, with which BCCC has articulation agreements for a seamless transfer: https://www.bucks.edu/academics/transferplanning/agreements/
It is helpful to make an appointment with your academic advisor to ensure that you are taking the right courses for general education as well as map out your course of study. It is also important that you speak with the Education Area to gain a better understanding of the specific courses you need to take to earn your degree or certificate and to follow the suggestions for taking them in order.
Our course of study at Bucks County Community College:
EDUC105 Foundations for Early Learning Prek-4
EDUC115 Observing and Recording the Behavior of Young Children
EDUC120 Early Learning and Development I: ages birth-5
EDUC130 Early Learning and Development II: ages 6-11
EDUC150 Math and Science Experiences for Young Children
EDUC160 Introduction to Exceptionalities
EDUC170 Language and Literacy Development in EC: birth-5 years
EDUC200 Integrated Art, Movement, and Play
EDUC205/206/220 Fieldwork or Practicum
The following three courses require prior coursework that must be completed with a passing grade before enrollment (called pre-requisites):
EDUC205/206/220 Fieldwork or Practicum
We provide this information so you can plan your schedule accordingly should you want to complete your degree in 2 years. Taking them in chronological order is the best strategy when possible, as the information and experiences build upon each other.
Bachelor’s Degree
Several institutions of Higher Education offer Bachelor’s degrees for those pursuing a career in working with children. In-state, those institutions can be one of Pennsylvania’s Colleges or Universities (PASSHE), or private institutions. One of the best ways to choose an institution is to find one that meets your financial needs and the needs you have as a student to be successful.
Master’s Degree
As indicated above, the same is true for Master’s Degrees. Again, it is best to find an institution that will work best for you and your career goals.
Doctoral Degree
Fewer higher education institutions offer doctoral degrees in Child Development/Early Childhood Education. However, in the state of California, a group of higher education faculty is currently working with institutions to offer this degree. We know from this study – Transforming the Workforce 0 – 8, that the more knowledge a practitioner has about how children grow and develop, the more prepared that practitioner is to provide high-quality environments that are supportive and responsive to the needs of children and their families.
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New Teacher Comments When I started my first ECE class I thought I would get my degree, get a job, and be done. Now I know that was just the start. To be a good teacher is to be a lifelong learner. Don’t be afraid to join organizations and go to workshops and conferences. I was petrified to go to my first one, but it was so much fun. I learned a lot that I could instantly take back to my classroom and met so many new and wonderful people. Find a more seasoned teacher or someone you feel comfortable with. You will have many questions and need a sounding board. Later, when you know more, you can ‘pay it forward’ with another new teacher. |
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Pause to Reflect What will help you as you begin your journey into the world of Early Childhood Education? What advice might you have for others as they begin their own journey? |
IN CLOSING
In this chapter, we visited various aspects of the early childhood teaching profession. We focused on clarifying your “why”, who the children, families, and teachers are, what is needed to be a successful early childhood professional, when to get started, where to access information, and how to become the best professional you can be.
We focused on many questions throughout this chapter. The remaining chapters will focus on “how”. In Chapter 4 (Observation and Assessment), you will discover how to meaningfully observe and assess children in order to provide quality learning experiences and environments that meet their individual and group needs.
Contributing Author to this Chapter Nikki Savage
