1. Chapter 1 You and Early Childhood Education

2. Early childhood professionals have an exciting and evolving role in the overall field of education. As you embark upon this journey, you will not only be teaching young children, but will also be creating a community of learners which includes families, community members and other stakeholders. The purpose of this chapter is review the standard that guide the work of early childhood education professionals. By the conclusion of this chapter, you will be able to describe the roles and responsibilities of professional early childhood educators, and explain the importance of continued professional development.

3. Early Childhood Professional Early childhood professionals: promote child development and learning; build family and community relationships; observe, document, and assess young children; promote positive teaching and learning for young children; conduct themselves as members of the early childhood profession.

4. Professionalism in early childhood education is based on the six National Association for the Education of Young Children (NAEYC) professional standards (a seventh standard focused on the importance of field and clinical experiences was added in 2010). 6. Becoming a professional 5. Using content knowledge to build meaningful curriculum 4. Using developmentally effective approaches with children and families 3. Observing, documenting and assessing to support young children and families 3. Observing, documenting and assessing to support young children and families 2. Building family and community relationships 1. Promoting child development and learning

5. Early childhood professional promote child development and learning by focusing on four areas of professional practice:  Child development  Developmentally appropriate approaches  Teaching diverse children  Creating healthy, respectful, supportive and challenging learning environments

6. Child development Having a solid foundation of knowledge about child development is critical for all early childhood educators. It is this knowledge that allows teachers to make predictions about what children of a specific age group will and won’t be capable of, and offer learning experiences to promote optimal growth and development.

7. Developmentally Appropriate Approaches Practitioners rely on knowledge of age-related characteristics of children, and are able to make predictions about the capabilities of children at certain ages, and the type of experiences and strategies that will promote learning and development. Child development and learning Practitioners endeavor to know each child so that they can adapt for and be responsive to the learning and developmental needs of each child in a group. Knowing children as individuals Practitioners strive to understand the values, behaviors, and expectations which are important to various communities, so that they can ensure learning experiences are meaningful, relevant, and respectful to children and their families. The social and cultural context in which children live Developmentally Appropriate Practice (DAP) refers to teaching methods based on how children grow and develop and on individual and cultural differences. When making decisions based on DAP, practitioners consider:

8. Developmentally Appropriate Approaches Developmentally appropriate approaches also include developmentally and culturally responsive practice (DCRP). DCRP is the practice of being sensitive to and responding to the cultural and ethnic background and needs of the diverse people who make up the United States today. Early childhood education practitioners are expected to embrace multiculturalism in their practice.

9. Teaching Diverse Children Diversity in the U.S. today (i.e., racial, ethnic, and cultural) is reflected in early childhood classrooms. As a result.. Teachers are challenged to make their classrooms more responsive to the children in classrooms today. Teachers are implementing antibias curricula which include curriculum activities and materials that diminish the portrayal of children as inferior due to race, gender, socioeconomic status, language, culture, or disability.

10. Creating Healthy, Respectful, Supportive and Challenging Learning Environments Healthy environments ensure the physical and psychological health and safety of children. Respectful environments ensure that each child, regardless of background, family characteristics, or abilities is respected. Supportive environments include teachers who believe that all children can learn, and teachers who are willing to help children understand and make meaning of their experiences. Challenging environments include achievable, yet stretching experiences for all children.

11. A critical aspect of your professional development includes becoming confident in establishing and maintaining relationships with families. Building family and community relationships Knowing and understanding characteristics of children’s families and communities Collaborating with, supporting, and empowering families Involving families and communities in children’s learning and development Being respectful to children and their families Knowing families’ childrearing practices

12. The process of gathering and recording information about children’s growth, development, behavior, learning styles, dispositions, academic learning/progress, and the need for special services is known as assessment. The assessment process provides teachers with information to guide what and how to teach children. The assessment process also provides teachers with information to share with parents and families.

13. Developmentally effective approaches Using integrative approaches to curriculum Creating support for play Teaching through social interactions Addressing children’s challenging behaviors Capitalizing on incidental teaching Fostering oral language and communication

14. Early childhood professionals also enter into responsive relationships with children and their families that respond to the individual interests of children and their families.

15. Teachers must be knowledgeable about the content areas in order to help young children learn to read, write, do mathematics, and be creative. The content areas include:  Language and literacy  Reading  Art, music, drama, creative movement, dance  Mathematics  Science  Social Studies  Physical activity

16. Teachers must have two types of knowledge: Content knowledge is knowledge about the subject matter they plan to teach. Pedagogical knowledge is the knowledge of how to teach in order to ensure meaningful learning experiences for children. Teachers today design, implement, and evaluate curriculum. They engage in collaborative planning or team planning to plan curriculum.

17. Implementing the following practices will be instrumental to your becoming an early childhood professional: o Become familiar with ethical conduct and act in an ethical manner. o Look for continuous opportunities to learn and grow your professional skills. o Collaborate with other stakeholders which may include other staff members, families, and community partners. o Become a reflective practitioner. o Be a voice for young children, their families and the early childhood profession. Learn about advocacy opportunities.

18. Professional dispositions refer to the values, commitments, and professional ethics that guide early childhood professional’s behaviors toward the children and families with whom they work, as well as with professional colleagues and stakeholders in the community. Professional dispositions effect the learning, motivation and development of children with whom early childhood professional work. Dispositions include caring, collaborating, ethical conduct, and reflective practice.

19. is the most important disposition for early childhood professionals.

20. There are multiple pathways to a career in early childhood education. The level of education and training completed determine the roles and responsibilities of the early childhood professional with young children. Core Level - High school diploma or equivalent, specialized in-service training Baccalaureate Level Pre-kindergarten certification Associate Degree in early childhood education Assistant teachers, childcare aids National Credential Level – Child Development Associate (CDA), Child Care Professional (CCP) Master’s Degree Programs Program directors/assistant directors

21. The Roles Of Early Childhood Professionals  Teacher as an instructional leader – early childhood educators have historically been given the task of planning and implementing lessons for the children in their care. Today, there is a much greater focus on children’s learning and measurable outcomes.  Intentional teaching of national, state, local or program standards – one way the field has advanced in recent years is the adoption of national, state and local standards. Early childhood professionals must be aware of these standards and how to apply them to their teaching. Contemporary early childhood professionals have a variety of roles and responsibilities that their predecessors did not have. You are entering the field at an exciting and evolving time! New roles early childhood professionals will play include:

22. The Roles Of Early Childhood Professionals  Performance-based accountability for learning – contemporary early childhood professionals are continually developing ways to document and share children’s learning.  Teaching of reading, math, science and technology – early childhood professionals use a variety of hands-on, play-based methods in addition to direct instruction to teach reading, math, and science. Technology is used in developmentally appropriate ways.

23. The Roles Of Early Childhood Professionals Increased emphasis on linking assessment and instruction – unlike any other time in early childhood history, educators today are using the results of assessment to plan and implement the learning experiences they offer to young children. New meaning of child-centered education – early childhood professionals view all children as capable and ready to learn. They use the child’s strengths as a foundation for teaching and learning.

24. Cultural Diversity and Early Childhood Education Early childhood professionals today will work with a diverse group of children and families. There are a number of ways to prepare for the changing demographics that will influence early childhood education.  Make sure you understand your personal history with and beliefs about other cultures.  Educate yourself about different cultures and religions.  Reading magazines and books (both fiction and nonfiction) that focus on different cultures.  Incorporate what you learn into your teaching (in the materials you use and organization of your classroom).

25. Influences on the Future of Early Childhood Education A number of conditions will likely influence the future of early childhood education.  New ideas will continue to challenge old ways of conducting the professional field of early childhood education.  Technology will continue to play a role in both the way teachers teach and the way children learn.  Politics and politicians will play a role in what and how children are taught.  Continuous learning and professional development will be an important part of the careers of early childhood education teachers.

26. What’s next  NAEYC Professional Standards  Importance of child development knowledge  Developmentally appropriate practice (DAP)  Considerations when using DAP  Antibias curriculum  Meaning of healthy, respectful, supportive & challenging environments  Ways to build family and community relationships  Meaning and purpose of assessment  Examples of developmentally appropriate approaches  Content and Pedagogical Knowledge  Practices instrumental to becoming an early childhood professional  Professional dispositions  Early childhood education career pathways  New roles for early childhood education professionals  Preparing to teach in diverse classrooms  Influences on the future of early childhood education