Does anyone still remember their purpose in choosing to become an early childhood educator?
If you do, what was that purpose?
Are you striving to fulfill that purpose? or are you just winging it by by just following established rules and regulations just to look good on paper?
Does too much standards impede the growth of creativity and imagination?
We are often entangled in our daily routines and activities that we may forget our true intention as to why we wanted to be an early childhood educator in the first place. With due dates to be met, and guidelines to be followed it is easy to forget our vision and dream. We are constantly dictated by regulations and rules that we forget how to act according to our best interests for the children. We may or may not agree with the established rules but we know we must follow them. This does not mean that we cannot do more than what the rule has established. We must take that extra step to be different, put in extra effort to be unique and encourage change so that we maybe reminded that we are not doing this to meet standards but to meet each child's need.
Are rules and regulations in early childhood programs failing to act in the child's best interest? I believe that rules/regulations are set forth to keep children in a safe environment, physically and emotionally, for children spend most of the hours in their day at school. We would be doing a disservice to the children and their families if we did not allow the rules to guide us in helping to nurture children. However, the rules should consist of providing meaningful experiences for children in the form of play. We can't force a child to reach their benchmark, but the physical and social experiences that educators provide for a child (which are guided by rules/regulations) will indeed allow him/her to develop physically and mentally. This should guide an educator's purpose of empowering the child with the skills he/she needs to be successful in life, not just academically, but mainly socially. Perhaps we need to understand that rules/regulations guide our work with children, but it's not set in stone. We need to use our better judgement, as teachers, to know when we need to "bend the rules".
ReplyDeleteAn early childhood educator needs to reflect daily on the purpose of being an early childhood educator, and his/her professional identity should stem from that purpose. Reflecting on that purpose could prevent us from forgetting how to act according to our best interests for the children.
Hi Yardsom,
ReplyDeleteI am working on some research right now that is talking about licensing and credentialing of early childhood teachers. After looking at many systems, I have discovered the very same question you reflect on throughout your entry -- what is the purpose of licensing and credentialing? Interestingly enough, different states and countries have different purposes. Some purposes are clearly articulated, others implied. Further, some purposes are tied directly to children and quality, while others are more about marketing and pleasing the consumer.
How might purpose drive our policies and practices in early childhood? How might an administrator understand and utilize purpose as a way to empower teachers, children, and a community? Can purpose be the underlying means to rethinking early childhood so all children and families are present and heard?
Jeanne
Hey Yhardsom,
ReplyDeleteYou pointed out something very important about the standards in early childhood programs. While going to school right now, I have been questioned if I should go into elementary education instead of early childhood education. For one of the reasons I have stayed in early childhood education is because elementary schools have been overarlly standardized that it is out of control. I feel that elementary school aged children are forced to do tests that doesnt really help them at all. Elementary school is not fun anymore. Learning should be fun for all children, but it's not anymore and children are having a hard time reading and writing. Going into early education has been a lot more fun and interesting to me. Yes, there are standards to be followed, but if we did not follow them how would we know if the children are on the right tract of developing? The school I work at is accredited and there is A LOT of standards and on top of that there are the Preschool Standards of the State. But the standards are there for the childrens safety and learning. It's more to find out where each child is at in each stage of development.
Ashley
Hello Yhardsom,
ReplyDeleteI thought your blog was well written and to the point. I wanted to become a teacher, but changed my mind and decided to go into psychology; hoping to still help children (mainly those with special needs) from a different position. My motivation comes from my brother with special needs and my experiences. I am definitely striving to fulfill my purpose. I have a lot of experience because of my brother (and I also have a lot to learn), but I definitely don’t think I am capable of “winging it by”. I wish there were more educators with the same view as you. I love your statement “We must take that extra step to be different, put in extra effort to be unique and encourage change so that we maybe reminded that we are not doing this to meet standards but to meet each child’s needs.”
I am currently going through challenges with the DOE. My family and I have been going to numerous IEP meetings fighting for my brother to get the services he “NEEDS” and the treatment he deserves. There has been a lot of “wrong” done to him. From his services taken away when the data clearly shows that they are not doing what they are supposed to be doing and that he regresses without his services to him being discriminated against and isolated. It is easy for people with authority to sit behind a desk and put limits on our children because they don’t “LIVE IT”. They get their positions because they have a high degree, but they have no clue. They have no idea what it is like day-in and day-out, going through the challenges and being a part of the achievements. I hope that I get my degree and use my experience to help others like my brother get the proper help and care they need…
Thank you…
Aloha Yhardsom,
ReplyDeleteHow can teachers, directors and caregivers be productive if they feel overwhelmed? Is multi-tasking helping us get things done properly? How can our days make us feel like we’ll never get through all that we have to do in one day? Why do we feel and believe that life must be hectic and unmanageable? What are our priorities and realistic perception of our jobs and life? How can we help ourselves to see clearly and make positive changes? Do we need to change our thought process and have some new insights? How do we do that if we are feeling too overwhelmed?
Hi Som,
ReplyDeleteWhat is needed in order for our education system to step away from “standardized curriculums, school inspections, high-stakes student assessments, test-based accountability, and a race-to-the-top” (Sahlberg, 5) mentality? How much of a role does standardization and test-based accountability account for educator burn out? How many educators have we lost or dissuaded to pursue ECE because of this? How do we contest the largely growing belief that “the best way to solve chronic problems in many education systems is to take control away from school boards and give it to those that may run it more effectively” (Sahlberg, 6)?