Table of Contents
Early Childhood Education: A Historical Perspective.
Aspects of quality.
Early childhood education teachers.
Professionalism in Early Childhood Education.
Questionnaires and own experience.
Framework info, participant observations info have been gathered and evaluated during this discovery research project to investigate facets of the self-image of early childhood professionalism. Data was examined using three main subjects in literature: professional identification, practice and promotion and early childhood teacher self-perception. These three subjects have shown major incoherence’s, which lead to a situation of imbalance and dissonance among early childhood educators, creating barriers for advancement in early childhood training to become more competent. Early childhood expertise has recently gained tremendous attention. An early childhood education challenge is to improve professional skills and validity. With the recent publication of early childhood educational skills, early childhood educators have become even more pressing in moving to a greater career. Popular aspects of professionalism vary from other fields of early childhood education. The educators in the field do not shape these facets of professionality, which is why early childhood education professionals face the difficulty of defining their career. Programmed quality aspects are applicable technical aspects, but there is not much research into how early childhood educators interpret their professionalism to be their own.
The study in this paper has been conducted to better understand the self-perceptions of early childhood professionalism.
This research examined facets of professionalism in early childhood education through many aspects of data collection.
I identify some of the auto assumptions about professionalism of early childhood educators. In Chapter Two, i summarize the understanding of early childhood education and include an up-to - date analysis of the literature on early childhood professionalism.
In this report, I explain the approach used by early childhood educators to analyses professionalism. The investigation was carried out, along with my own experiences. It also provides a brief overview of the participants, the ways in which I have studied, and the subjects both in the literature and in the findings. , I present the findings from the content review of the participants' concepts in their professional development aspects descriptions. The findings are explained using demographic, descriptive, and illustrative details on the topics contained in the review of contents. In three pages, I present these findings. The first segment displays the findings of the study questionnaire. In the second part, the answers from individual interviews are highlighted. The interview as well as the focus group was divided into the three main themes of research: the concept of the career, the actions and advocacy of early childhood educators and the personal experiences of young children. Containing as a separate segment the questionnaires, three main subjects, and a review, I will discuss the questionnaire topics in the first part. I discuss facets of career definition, including both interviews and focus group answers, in the second section. I examine the answers relevant to action and advocacy in the field in the third section. I examine the self-perception dimensions of early childhood educators in the fourth section and provide a description of the study in the fifth and final section.
On the basis of my analysis in Chapter Six I present findings. I propose also that this study, the constraints of this report and the implications of future research be expanded and recommendations to encourage early childhood education.
It is important to consider social concepts of child-raising and childhood to understand the forms in which childcare has developed in the United States. Comprehension and growth the way parents see themselves and their children in the fields of psychological and social development has changed (Lomax, Kagan & Rosenkrantz, 1978). Two developmental theories are popular in the context of children's upbringing with regard to their mechanistic and organismic growth or more simply to nature and treatment (Sanson & Wise, 2001). These theories for development and more in view of the past of children raised in the United States incorporate ongoing subjects:
Historical movements such as the feminist revolution, the accessibility of pills, an increased degree of feminist education and improvements in the social community of women have all led to improving the educational climate of girls. The role of father in the family is often perceived as head and breadwinner in a conventional sense. Mothers promote the presumption of father-child relations as primary occupations, and developmental theory books reinforced these beliefs about the meaninglessness of father-child relations.
Kid's treatment has been non-parental and is generally understood to be treatment given by people other than parents while working, searching for jobs, attending school or engaging in education (Zigler and Lang, 1991). Present child care is a multidisciplinary and multidimensional economy (Browne Miller, 1990). Become difficult to obtain helpful information on childcare, due to the varied environments, the shortage of systematic information and few research institutes that have robust evaluation methodologies (Hayes, Palmer & Zaslow, 1990).
For working families, informal and formal child care facilities exist. Informal, unregulated care arrangements may be provided by relatives, babysitters and childcare workers, both inside and outside the house of a child, and by formal, regulated care that could be a family childcare centre.
Initial questions about the effects of childcare on children were triggered by mother-infant attachment issues (Belsky & Rovine, 1988). More than 50 years of inquiry into the implications of child care are still unclear as regards childcare but instead have contributed to a large number of research projects that helped to define integral aspects of successful children’s care (Shpancer, 2006). The treatment which enhance and safeguards the physical health and safety (Hayes, Palmer and Zaslow 1990) "supports full education and expansion" may be defined as high-quality childcare (Marshall 2004, p. 164). Some studies have shown that high-quality childcare has beneficial effects on cognitive disorders (Burchinal et al., 1996; PeisnerFeinberg and Burchinal, 1997) as well as on social outcome. But early quality appraisal studies have improved little children's inadequate care for programmes in major U.S. cities (Deater-Deckard, Pinkerton & Scan, 1996; Howes & Smith, 1995; Whitebook, Howes & Phillips, 1990). In terms of the value of quality and of these two viewpoints such high-quality childcare has to be described in a broad range of parameters between industries and parents (Browne Miller, 1990). In early childhood education systems, systemic and method variables may be used to assess consistency (Marshall, 2004).
Early childhood education teachers
The level of education, preparation and experience for teachers is positively tied to classroom teacher behavior (Berk 1985), engagement between social and conversational interactions with children (White book, Howes & Phillips, 1990), awareness and child reaction (Kontos et al. 1995). (Berke, 1985). Teacher education results in academic fundamental skills for children through kindergarten, irrespective of their meaning (Early et al. 2006). The most profound impact on teacher behavior was Children's growth and early education for children served by the population (Honig & Hirallal 1998). Explicitly
One challenge that comes up in analysing aspects of teacher education consists in the absence of continuous variables frequently correlated with teacher preparation, preparation, and/or experience .Regardless of how teacher training aspects are integrated there have been more constructive experiences, more intentions in interaction and more appropriate developmental practice between teachers and secondary education .These are primary quality indicators in early childhood education systems ,while not all-embodied teachers' skills are being used progressively to assess and evaluate early childhood workforce professionalism. Adopting universal skills will help Early Education in order to better determine children's priorities, explain categories of jobs and build workstages to enable educators to pursue a broader range of career paths (CSCE 2008). While the competences of teachers and the contents of such programs are being much debated and explained .Many teacher teachers challenge the knowledge base of existing early childhood education and development programs by mentioning the need to review and evaluate the changing knowledge base for child development to include new realistic theory, reflection and the whole process of teacher training.
Concerns regarding the standard of childcare and education (Caulfield 1997) and professional responsibility have risen with respect to professionalism in early childhood education (Rodd 1997).
As the current educational environment continues to evolve and change, early childhood educators have and will continue to resolve the professionalism problem (Watkins & Durant 1987). Three problems with early childhood educators seem to occur as professional issues: concept of a career, active involvement in issues of field and understanding of importance and social contribution. Early childhood education has been believed to be an occupation or could become a career .The definition of the specialist is discussed in a lot, not to mention that of early childhood educators .In several ways, the word professional can be used. Anyone with a high degree of expertise or ability, or a member of one of the qualified professions historically like Law , medicine and the clergy may be a professional rather than a non-professional individual .It can be considered a semiprofessional ,since early childhood education does not fulfil all requirements for the profession: essential service, social need, expertise and skills not possessed by others, involvement in decision making, theory-based, professional organisation, accepted ethics standards A semi-profession is not valid because of their lower status, shorter schooling, less social recognition, less developed skills and less autonomy (Saracho & Spodek, 1993).
This section discusses the approach used by early childhood teachers to analyses their self-perceptions regarding professionalism. It will include a brief overview of the research's context and environment, an overview of the participants and the way the research has been carried out, a description of the research’s analysis and a result. This study has grown as I studied different degrees of schooling, learning, knowledge and ethics in early childhood education in more than twenty years. While the State of California is developing skills for educators in the early years of life, the skills, skills and expertise needed to be a successful instructor for young children are difficult to express. With growing studies on the development of brain and the changing knowledge base for child development, thinking about ways of helping teachers integrate new data and expand their current practices into a successful teacher is much more difficult. Partners in these struggles of low incomes, high turnover, and overall low teaching status,
And the field of early childhood is shocking.
I present in this paper the findings from the study of the subjects given by the participants in their answers. In three pages, I present these findings. In the first segment, descriptive statistics and participant responses display the outcomes of the question nary. The second section contains the thematic outcome of the interviews with an illustrative view of the participants ' responses. The third segment The conceptual results of the group discussion respondents’ responses shall be given.
Questionnaires and own experience
The survey mixed open and closed questions with three questions in which the importance of professional dimensions of early childhood education was posed by the participants' questionnaire. 100 % of the participants were females. Participants were between the ages of 21 and 69 with an average age of 44 years. 14% of the participants work in a licensed childcare system, 24% work in the Title 22, 12% in the Title 5 childcare facility, and 24% in the programmer that was outside, or unable to classify, their working area. In this regard, 24% work in the Title 22 childcare facility. Self-reported annual salaries ranged from less than 10 thousand dollars annually to over 50 thousand dollars, with median income from 25 thousand dollars to 30 thousand dollars per year the number of years of early childhood education worked by participants ranged from one Year to 11 years in fashion. 17% of participants took college, 29% graduated from association, 43% graduated from bachelor's degree and 6% earned a master's degree. Over 78% work for children under the age of 3, 4, 5 and 16% for children under the age of eleven.
The questionnaire discussed facets of professional development and assessed the level of involvement in professional development of early childhood educators.
Early care and education have in the past been the only awareness cornerstone of growth of children (Freeman & Feeney, 2006). Early childhood education requires a crucial awareness, several facets of effective education, health and safety, family relationships and the use of community resources. Other common elements that describe children's education include knowledge of research in child development, child behavior, observation and assessment of the behavior, safe , healthy environments, curriculum preparation and implementation, guidance and use of community management skills; support for family , culture, society, and commitment to professionalism.
The research showed that local early childhood educators have varied and complex knowledge on professional aspects. The diverse and varied programmes of early childhood education, while somewhat desirable, really showed the lack of structure. The proposed levels of schooling, preparation and experience are not what the educators currently experience in the workplace. Though there are differences among programmes, the functional aspects of work related both to the physical and to the emotional issues were generally impossible to indicateThe emotional dimensions of the work also overlap with teachers ' personal values and behaviors, causing more difficulties in the attempt to describe the area of early education. Early childhood education comprises education, social care and educators who feel that one or the other should give up being competent. In my conclusion, early childhood pupils need to clearly define physically and emotionally all functional aspects of their work in order to improve the sense of professionalism in the area. The various aspects of early childhood education in group care should likewise be distinguished between parental aspects in order to provide educators with a clear differentiation between personal beliefs, attitudes and guidance. Continued employment is hampered by overlapping personal and professional values and attitudes towards work with children and families. The barrier is directly linked to the stigma and value of early childhood and early childhood pédagogues. It is often internalised.
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