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Feature Article:
by Christine Belinda
Part 2, Embracing Professionalism: Forward Visions, will be in February E-News
Professionalism means something different to each person. Depending on our experiences, background, and training, each of us holds a unique vision of what it means to be a professional. In addition, individual professions embrace norms and requirements that go hand-in-hand with the field of work. If you work with a program, that program may also have professional guidelines to follow. Adding to these distinct professional characteristics, society as well holds broad expectations for professionals. With all this in mind, how do we begin to embrace professionalism?
Define professionalism
Professionalism is defined as having professional character, spirit, or methods; the standing, practice, ethical behavior, or methods of a professional, as distinguished from an amateur. Consider words associated with the term professional: expert, specialized, qualified, skilled, proficient, certified, licensed, and trained. Professionalism involves expertise and knowledge of a particular area and meets a standard of requirements. Typically, professions have some type of career lattice defined for continual professional growth and hold a responsibility to ethical behaviors. In order to embrace professionalism, it's important to look at professionalism from individual, career-based, and program-based views.
Professionalism starts with you
How we feel about professionalism and what we continue to learn will add direction and focus in defining professionalism. Refresh your views regarding professionalism; ask yourself the following questions:
TIP: Have a co-worker or someone you know (in the field) try and respond to the same questions. Compare your notes and discuss similarities and differences.
1. What does professionalism mean to you?
2. How have you learned about professionalism?
3. How do you feel professionalism is shown?
4. In your opinion, how is professionalism earned?
5. Do you consider yourself a professional? Why?
Representing the professional image
Studies show that interpretations of one's professional image are made quickly by simply observing a person's physical actions and appearance. Although we know this is not a single representation of professionalism, it is, however, an important factor.
Professionalism in early childhood education
The field of early education has had no universal set of training standards or certification for its teachers. The licensing, standards, and early education requirements for employees can be vastly different from state to state and program to program. Because of this, professionalism in early childhood has gained attention and review in the last several years. Early education is seeing a professional shift. Not only are individual early educators taking steps to increase professionalism, professional growth is also happening at both the state and national levels to improve early education and to create better standards for early childhood.
Many states and national programs are working diligently to develop specific training requirements to determine eligibility in the early childhood workforce, and to provide opportunities for professional development and growth. Also, educational and scientific researchers are beginning to make large strides in areas of early childhood development, such as how children learn. These discoveries create a better defined knowledge base required for a profession.
Professionalism specific to the program
If you are involved in an early childhood program, it is important to find out and discuss with the director the expected professional behaviors and qualifications and why they are essential. Most programs will offer policy and program handbooks that specifically detail what is expected. Although each program is unique, there are standard suggestions:
Cultivating professionalism
Consider the following from the NAEYC's (National Association for the Education of Young Children) Where We Stand on Standards for Programs to Prepare Early Childhood Professionals:
"Well-prepared early childhood professionals identify themselves with the early childhood profession; use ethical, professional standards; demonstrate self-motivated, on-going learning; collaborate; think reflectively and critically; and advocate for children, families, and the profession. Early childhood professionals provide one of the most important services to society; they must understand and cultivate their role as professionals doing critical work."
There are many different levels of professional preparation for the early educator, depending on the role, setting, and experience, but all early educators must "cultivate their role as professionals." Being a professional implies proficiency. Many state departments of early learning and education have career lattice guides which highlight required accumulation of training and professional development for various levels. In Pennsylvania, the PA Keys to Quality Early Learning Career Lattice can be viewed at http://www.pakeys.org/profdev/CareerLattice.aspx. Ongoing professional development, in the form of conferences, workshops, classes, and schooling, are excellent opportunities to build knowledge and expertise.
Begin to embrace professionalism by having clear definitions of what professionalism means to you, both personally and from the field of early education; know your personal goals, what is expected from your work, and what is required from you in terms of holding a certificate, credential, or degree. Cultivating professionalism promotes accountability in our work, provides the opportunity to advance, and deepens our commitment to early education and care.
Read "Embracing Professionalism Part 2: Forward Visions" in next month's February E-News.
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