Five Reasons to Earn Your CDA
SPONSORED BLOG Whether you’re just starting out in the early childhood field, or you’ve been teaching for years, chances are you’ve heard the term CDA at least a few times. The Child Development Associate® (CDA)...
A budding movement is emerging in response to this crisis of fragmentation – a drive to organize ECE as a professional field of practice unified by a common overarching purpose, defined body of knowledge and practice, shared professional identity, and internal and external accountability. This movement was apparent at a plenary session of the 2015 QRIS National Learning Network’s national meeting, which explored questions critical to advancing ECE as a professional field of practice.
Acknowledging ECE as a Professional Field: What Needs to Happen?
1. Should the ECE profession, like the nursing and medical professions, include specialty practices? Could this structure unite the field around a unifying knowledge base and practice expectations while also acknowledging that different roles may necessitate additional specialized expertise? If so, would one option be practice specialties based on practitioner competencies required by early learning environments with differing purposes?
2. How should we address existing teaching staff unable to meet required preparation standards?
Deb and Rhian emphasized role-based specializations and linking these with specified competencies. Creating consistent competency expectations across states also was considered essential, as was the availability of different pathways toward fulfilling the profession’s requirements. Yet Deb also cautioned that this approach should not be misinterpreted as suggesting that ECE is a suitable career choice for everyone.
3. Albert challenged us by asking: “Why do we have the policies we have for preparing and supporting ECE teachers?” If we were to develop the ECE profession from scratch, would we have what we have today?
In response to his first question, Albert underscored that ECE policies rarely are rational or based on what children and adults need; instead, they typically reflect what the field thinks is affordable – a questionable way to develop policies for a workforce critical to children’s near- and long-term success. Thus, a resounding no was the response to his second question, accompanied by an assertion that the field needs to dismiss the notion that diversity and high standards represent competing values and put a stake in the ground about who gets to “function as an early educator.”
Moving Forward
Our attention focuses primarily on uplifting the existing workforce, according to Albert. Developing an alternative future for ECE requires also devoting our considerable energies to developing a profession that will be attractive to those we want to be educating and caring for young children.
After decades of attempts by policy makers and civic and business leaders, the time has come to restructure ECE as a field of practice from the inside out. As stressed by Rhian, “early childhood educators need to lead this effort. They need to be the drivers of ECE’s destiny.”
Do you agree? Please join this conversation by sharing your comments below or by participating with others at ECE Pioneers For A New Era, an informal online community where we share our experiences discussing these issues.
References and Resources
“Beyond the Status Quo: Rethinking Professional Development for Early Childhood Teachers”, by P.J. Winton, P. Snyder, & S.G. Goffin. Chap. 4 in Handbook of Early Childhood Teacher Education, 2016.
“Early Childhood Education for a New Era: Leading for Our Profession”, by S.G. Goffin, 2013.
“The Occupation of Teaching in Schools.” Chap. 1 (p. 29) in The Moral Dimension of Teaching, 1990.
“Professionalizing Early Childhood Education as a Field of Practice: A Guide to the Next Era”, by S.G. Goffin, 2015.
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Andrew has over 20 years of experience in the early care and education field. Most recently, Andrew served as Senior Vice President of Partnership and Engagement with Acelero Learning and Shine Early Learning, where he led the expansion of state and community-based partnerships to produce more equitable systems of service delivery, improved programmatic quality, and greater outcomes for communities, children and families. Prior to that, he served as Director of Early Learning at Follett School Solutions.
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