The paper describes the professional of Early Childhood Education or Development. The paper provides a brief history of the field and outlines a few significant changes and influences in the profession. The paper provides insights as to what kinds of characteristics successful professionals retain with respect to this field. The paper references historical and social changes that have changed the general perspective regarding Early Childhood Education.
Standards for Early Childhood Professionals
Early Childhood
There have been a great number of advances, strides, and changes in the field of Early Childhood or Early Childhood Development. Perhaps one of the most overt changes in this field is the nomenclature and jargon. This field was not always called Early Childhood. The field of Child Development is fairly recent as well. Expansion in perspectives on education and human development sparked the invention and subdivisions of stages of development. The stage dedicated to infants, toddlers, and children that have not yet reach the age for formal education is called Early Childhood. Since the existence of Early Childhood, there have become a number of degree and certification programs for Early Childhood. Early Childhood was not always available as a major or degree concentration. Some of the changes and increased formality in Early Childhood have changed the way Early Childhood professionals are educated as well as what kind of expectations exists for the successful Early Childhood professional. This paper will explore how professionalism, personal characteristics, responsibilities, and roles have altered over the course of the history of Early Childhood. The paper attempts to explain some of the new roles that Early Childhood professionals can anticipate as part of their work experience. The paper moreover aims to connect elements from the social and historical contexts as aspects of the explanation for the changes that the field of Early Childhood and its professionals have and will experience.
Early Childhood professionals should expect that they must receive adequate education in their specific field in order to get hired. There are a number of cities and states which have tightened the requirements for teachers in general, and specifically those for Early Childhood. Early Childhood professionals should prepare by attaining some kind of degree in Early Childhood Education or Development. They should additionally look into receiving CPR and First Aid training for infants and small children.
If at all possible, during their formal education at the undergraduate and/or graduate levels, they should receive some real, practical experience at a facility that provides Early Childhood education. Having some real, firsthand experience offers insights into what kinds of practical skills and what kinds of situations aspiring professionals can expect when they locate positions at the conclusion of their education. Education is a requirement for this field. Schools and various other organizations expect Early Childhood educators to be familiar with various kinds of methods and theories, such as the Montessori method or philosophy of education. Professionals should also be generally aware that there is a philosophy of education with viewpoints such as constructivist and objectivist. There are these kinds of exclusive schools popping up all around the world and within this country as well. More than just that one method, facilities seek to hire educators who are solidly education and understand how to apply their skills and the theories that they are familiar with to real life situations in the classroom.
A number of the changes and alterations in Early Childhood may be due to changes in culture, social reality, and technology, but they are also related to changes in laws. The laws regarding education have changed in the 21st century, with variations from city to city, state to state, country to country. While these changes vary depending on the culture and the location, there are laws in place to ensure education is provided. Some schools require tests for aptitude for young children as part of the admissions process. Some schools have increased the criteria for Early Childhood educators in order to adhere to new laws. There are forms of punishment that are unacceptable or illegal because of changes in laws, such as the use of corporal punishment on students. There are even changes to laws and policies that govern the kind of language professionals can and cannot use in the presence of their students.
Early Childhood educators should additionally have interpersonal and communication skills. There are a lot of reports and notes that must be made to other educators, supervisors, agencies of the state or country, as well as communications with the families and parents of the students at the schools. Therefore, professionals in Early Childhood must know how to communicate effectively and must know how to communicate effectively via multiple means of communication. Written communication is vital, especially if working with children composing special populations such as the gifted, the autistic, or those with behavior or psychological disorders.
Professionals in this field should have knowledge about normative childhood development, but they should also have some knowledge, and perhaps even expertise, in populations of young children who fall outside of the norm. That kind of additional expertise will prove to be an asset in the competitive job market as well as in the actual professional environment.
You’re 84% through this paper. Sign up to read the full paper.
Sign Up Now — Instant Access Already a member? Log inAlways verify citation format against your institution’s current style guide requirements.