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Believing
In the past there has been doubt in regards to the professional importance of the early educator. Many early educators themselves feel they are not viewed as a professional. But current research in education, science, and political formats clearly defines that, yes, not only is the early educator a professional, but one who carries an immense responsibility for the healthy development of children and also productive contributions to society as a whole.
"It is our hope and belief that the better public understanding of the rapidly growing science of early childhood and early brain development can provide a powerful impetus for the design and implementation of policies and programs that could make a significant difference in the lives of all children." –The Science of Early Childhood Development, Closing the Gap Between What We Know and What We Do
Building Capability
Professionalism is the base to building quality. Research states that the quality of early childhood services is embodied in the expertise and skills of the adults involved. The wide collection of scientific evidence on the importance of professional development for the early educator indicates the on-going need to build and acquire professional capability. We need to know our stuff!
"The years prior to kindergarten are among the most significant in shaping a child's foundation for learning and school success. Research has shown that a child's learning begins at birth, and takes shape as children are nurtured, challenged, and engaged in high-quality learning environments and in relationships with parents and other caregivers." –The Early Learning Challenge Fun, Results-Oriented, Standards Reform of State Early Learning Programs
The knowledge and skills required are increasing as new research continues to reveal more about the capabilities of young children and how they develop. When programs or individuals are lacking in professional development and expertise, the results can be damaging.
"Programs that cost less because they employ less skilled staff are a waste of money if they do not have the expertise needed to produce measurable outcomes." – Center on the Developing Child, Harvard University
Raising the Bar
The word is out! Early Educators have significant impact on how early learning is shaped. No matter what the program or what level of funding, the core concept applies to all: Early education programs need adults knowledgeable in current child development and research.
"And we should raise the bar when it comes to early learning programs…Today, some early learning programs are excellent. Some are mediocre. And some are wasting what studies show are - by far - a child's most formative years." –President Barack Obama, Remarks to the NAACA, July 16, 2009, retrieved 10/20/2009, www.ed.gov
Needed: Nurturing Adults
Researchers also state that all domains of development and programming are impacted by nurturing, caring adults and their relationship with their children, families, and the programs with which they work.
"The warmth and support of the caregiver in a childcare setting also influence the development of important capabilities in children, including greater social competence, fewer behavior problems, and enhanced thinking and reasoning skills at school age. " – Young Children Develop in an Environment of Relationships ~ National Scientific Council on the Developing Child
Continuous Inquiry = Professional Confidence
All early educators can benefit from continuous inquiry into professionalism. The on-going process helps us do our jobs well. When things go "right" we feel good about what we have learned and accomplished - we develop professional confidence. And having professional confidence connects many things: joy, success, reward, and the desire to learn more. It creates a professional spirit for the early educator to embrace.
Continuous inquiry doesn't have to be overwhelming. The simplest and least expensive forms of professional inquiry are reading, reflecting, and having conversations with other early learning professionals.
By reading articles, publications, and books related to professional topics, we can reflect and immediately apply what is discovered into our professional work. We can learn about professionalism, child development or any topic related to our work (such as how to support and understand the two year old who continues to bite other classmates). We can find out what works and what is important.
With the clearly supported research of the importance of early education and the critical role the early educator plays, there is no doubt that inquiry into professionalism is needed. So, tie or no tie, begin reflecting and planning your inquiries into professionalism today!
Key Inquiries into Professionalism
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