 Early childhood is a critical period where children undergo rapid brain development that influences their learning, cognition, and personality. Early childhood education (ECE) plays an important role in assisting children during these formative years, facilitating their acquisition of academic and social skills.
The exact definition of early childhood varies, depending on whom you are talking to. Some use the term to refer to anytime up until age 8, while others apply it to the period between birth and kindergarten. The United States Department of Education does not mandate ECE, as it does with elementary and secondary education. However, ECE remains a crucial stage of learning for young children. The United Nations Educational, Scientific, and Cultural Organization (UNESCO) emphasizes that ECE extends beyond its traditional role as preparation for school, as it also addresses the needs of children while they’re growing up and builds a solid foundation that impacts their lifelong well-being. Today, 62 percent of children around the world are enrolled in ECE. Yet this statistic falls to a meager 20 percent in developing, low-income nations. This significant discrepancy demonstrates inequalities in access to ECE related to geography and socioeconomic status. Fortunately, implementation of ECE programs is on the rise. One of UNESCO’s sustainable development goals is to ensure that all children have access to quality ECE by 2030. To this end, UNESCO collaborates with governments to integrate ECE components into national educational sectors. In the United States, ECE is gaining popularity, with several states actively developing programs to boost ECE teaching credentials. For example, in June 2022, California and Illinois considered new ECE credentials for teachers. The California Commission on Teacher Credentialing announced a potential ECE specialist credential that allows teachers to teach transitional kindergarten. To acquire the credential, teachers need to complete 24 units of ECE courses and pass the Reading Instruction Comprehension Assessment. Meanwhile, in Illinois, the Governor’s Office of Early Childhood Development created the Infant-Toddler Credential, a new competency-based curriculum catering to the rising need for an effective ECE workforce credentialing system. According to registry data, 38 percent of the state’s infant-toddler teachers lack an academic degree altogether, and only 29 percent have a bachelor’s degree. The new credential aims to better prepare current and future educators to deliver quality ECE and improve learning outcomes for children. Requirements vary across states, but many ECE teachers obtain a bachelor’s or associate degree in ECE and then pursue an official teaching credential. A variety of educational institutions offer such credentials. For instance, the Council for Professional Recognition provides aspiring ECE teachers with a Childhood Development Associate (CDA), which they can tailor to their area of focus through training programs. Training programs can take place in various settings, including family homes, military bases, and preschool centers. ECE credentials can facilitate employment in preschools, Montessori schools, and kindergartens. Teachers with ECE qualifications can also practice their skills in a wide range of job positions. In addition to working as preschool teachers, they are eligible to apply for early intervention specialist, family service staff, and administrator positions.
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 Early childhood educators may have access to a broad range of evidence-based tools and frameworks for molding children’s behaviors and helping them thrive, but it is parents who know their children’s strengths, weaknesses, talents, fears, dreams, and inspirations. Therefore, teachers need to keep parents close to better cater to each child's unique needs. Here are some benefits of involving families in early childhood education (ECE).
ECE involves providing education and care to children from birth up to age 8. Early childhood education and care, whether formal or informal, requires providers to develop age-appropriate programs. However, the effectiveness of ECE systems and activities depends on the stakeholders’ ability to forge relationships and collaborate. Children come from a variety of cultural and socioeconomic backgrounds. The difference between how things are done at home and at school can create friction between ECE programs and parents’ values. The disconnect between school and home values can affect a child’s ability to fit into an ECE setting and thrive. This is why educators must understand each child’s unique background. This enables them to bridge a child's experiences between home and the ECE setting, helping them cultivate a sense of belonging in the program. It will also give program directors insight into how to make ECE environments congruent with the various parental expectations and values. Establishing congruence between expectations puts parents and educators on the same page, pursuing similar goals. Considering parental expectations in the decision-making process on program policies and activities goes a long way. While it’s difficult to incorporate all parental values and expectations into a program, making parents feel heard goes a long way. Some children have special needs, talents, and abilities that might go undetected in the classroom. Their parents have an obligation to disclose such needs. However, many parents feel that they cannot “reach” their children’s teachers. Therefore, educators should take the first step to reach out early and often. This will cultivate an atmosphere of trust, encouraging parents to open up. The benefits of positive parent-teacher relationships are not exclusive to children--parents and teachers benefit as well. Because learning doesn’t end the moment a child steps outside the classroom, teachers are counting on parents to contribute and further their efforts. Many parents, especially those who work long hours, do not spend enough time with their children. There is a good chance they will miss signs that their children are struggling. Fortunately, early educators spend more time with children and are trained to recognize inconsistencies in students' performances and behaviors. Teachers who maintain a close relationship with parents can then communicate such concerns. Parents’ insights make things easier for teachers. Instead of attempting to figure out a child, a teacher can eliminate the guesswork and save considerable time and resources by talking to their parent. Information from parents frees up teachers to concentrate on teaching. It also allows them to tailor their attention based on an accurate understanding of each child’s unique needs. It’s believed that teachers do the heavy lifting when it comes to molding children and setting them up for post-ECE success. Parents, on the other hand, are considered to be their children’s first teachers. Still, neither the parent (or caregiver) nor the educator can do it all alone. They must collaborate and share information about the children to ensure learning and development happen both at school and at home. |
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