Prioritizing Your Time As An Early Educator
s care providers, it often becomes natural to neglect our own needs. We use up all our time making sure the children in our care are happy and cared for, often at the expense of...
As a professor of early childhood education for Ivy Tech Community College, I am keenly interested in ensuring that early educators obtain quality training when working with children ages birth to five. I am in the field on a daily basis visiting early education programs in communities throughout Indiana, which has allowed me to see that the quality of a program depends on the quality of its educators. Quality provided to children and their families is directly linked to the educational training educators have and continue to receive.
Training should be based on developmentally appropriate practices and standards of quality care all CDA® holders and educators can follow. One example of these standards are those provided in the Council for Professional Recognition’s Eight CDA Subject Areas:
1. Planning a safe, healthy learning environment
2. Advancing children’s physical and intellectual competence
3. Supporting social and emotional development and positive guidance
4. Building productive relationships with families
5. Managing an effective program
6. Maintaining a commitment to professionalism
7. Observing and recording children’s behavior
8. Understanding principles of child development and learning
Quality early childhood educational training is available in a variety of formats:
Face-to-Face Courses
It is important for early educators, who are also students to have rich, educational experiences, based on a variety of texts, media, and current research. I also think it’s essential to have at least some of their education take place in a face-to-face classes, with other students. The interaction, sharing of ideas, direct contact with the instructor, and networking that is possible in this context is extremely valuable.
Online Courses
If students choose to take online courses, it is important that the coursework is in-depth, research-based, and closely monitored by an instructor. Assessments are best if they are not all multiple choice and not all self-graded. The instructor should have frequent opportunities to see the students’ work submitted in their own words, that reflects their understanding of the topics being covered. This makes it possible for more individualized support, feedback, and meaningful remediation, if necessary.
Another important aspect of a quality online course would be opportunities for frequent communication and interaction with the instructor. This could be by email, text messaging, phone, or a message board.
Bonus tip – My personal favorite is the opportunity for live, online voice chat sessions at least once a week with the students in the class. This creates more of a learning community for all and gives students a chance to share ideas, brainstorm, and discuss course topics in more detail with the instructor.
It isn’t possible for an instructor to convey all of the nuances of appropriate practices through lecture notes and other online documents. Discussions and conversations about specific situations and experiences usually provide a richer understanding. Make sure you classes engage in two-way communications.
Discussion Takeaway
Ilike to think that it is not only the instructor that has information to share, but also every student in the class. Each brings with him or her a variety of experiences with young children, families, and early childhood programs. It is important to respect and validate these as something worth sharing and from which to learn. I will be the first to say I learn something valuable from every course I teach. Quality training for early childhood educators is critical if we are to move toward our goal of making a difference for young children and families, and moving our profession forward at the same time. By encouraging our early educators to seek and acquire quality training, we can help to make sure we are living up to the standards and expectations the field needs to further professionalize the careers of professionals working with young children.
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Vice President of Strategic Alliances
Elisa Shepherd is the Vice President of Strategic Alliances at the Council, where she leads initiatives to advance the Council’s mission and strategic plan through designing, managing, and executing a comprehensive stakeholder relationship strategy.
With over 25 years of experience in early childhood education (ECE), Elisa has dedicated her career to developing impactful programs, professional development opportunities, and public policies that support working families, young children, and ECE staff. Before joining the Council, Elisa held numerous roles within the childcare industry. Most recently, she served as Associate Vice President at The Learning Experience and as Senior Manager at KinderCare Education, where she influenced government affairs and public policies across 40 states.
Elisa’s commitment to leadership is reflected in her external roles on the Early Care and Education Consortium Board of Directors, the Florida Chamber Foundation Board of Trustees, and as the DEI Caucus Leader for KinderCare Education. She has been recognized as an Emerging Leader in Early Childhood by Childcare Exchange’s Leadership Initiative.
Elisa earned a Bachelor of Science in Psychology with a focus on child development from Pennsylvania State University in State College, PA.
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Janie Payne is the Vice President of People and Culture for the Council for Professional Recognition. Janie is responsible for envisioning, developing, and executing initiatives that strategically manage talent and culture to align people strategies with the overarching business vision of the Council. Janie is responsible for driving organizational excellence through strategic talent practices, orchestrating workforce planning, talent acquisition, performance management as well as a myriad of other Human Resources Programs. She is accountable for driving effectiveness by shaping organizational structure for optimal efficiency. Janie oversees strategies that foster a healthy culture to include embedding diversity, equity, and inclusion into all aspects of the organization.
In Janie’s prior role, she was the Vice President of Administration at Equal Justice Works, where she was responsible for leading human resources, financial operations, facilities management, and information technology. She was also accountable for developing and implementing Equal Justice Works Diversity, Equity, and Inclusion strategy focused on attracting diverse, mission-oriented talent and creating an inclusive and equitable workplace environment. With more than fifteen years of private, federal, and not-for-profit experience, Janie is known for her intuitive skill in administration management, human resources management, designing and leading complex system change, diversity and inclusion, and social justice reform efforts.
Before joining Equal Justice Works, Janie was the Vice President of Human Resources and Chief Diversity Officer for Global Communities, where she was responsible for the design, implementation, and management of integrated HR and diversity strategies. Her work impacted employees in over twenty-two countries. She was responsible for the effective management of different cultural, legal, regulatory, and economic systems for both domestic and international employees. Prior to Global Communities, Janie enjoyed a ten-year career with the federal government. As a member of the Senior Executive Service, she held key strategic human resources positions with multiple cabinet-level agencies and served as an advisor and senior coach to leaders across the federal sector. In these roles, she received recognition from management, industry publications, peers, and staff for driving the creation and execution of programs that created an engaged and productive workforce.
Janie began her career with Verizon Communications (formerly Bell Atlantic), where she held numerous roles of increasing responsibility, where she directed a diversity program that resulted in significant improvement in diversity profile measures. Janie was also a faculty member for the company’s Black Managers Workshop, a training program designed to provide managers of color with the skills needed to overcome barriers to their success that were encountered because of race. She initiated a company-wide effort to establish team-based systems and structures to impact corporate bottom line results which was recognized by the Department of Labor. Janie was one of the first African American women to be featured on the cover of Human Resources Executive magazine.
Janie received her M.A. in Organization Development from American University. She holds numerous professional development certificates in Human Capital Management and Change Management, including a Diversity and Inclusion in Human Resources certificate from Cornell University. She completed the year-long Maryland Equity and Inclusion Leadership Program sponsored by The Schaefer Center for Public Policy and The Maryland Commission on Civil Rights. She is a trained mediator and Certified Professional Coach. She is a graduate of Leadership America, former board chair of the NTL Institute and currently co-steward of the organization’s social justice community of practice, and a member of The Society for Human Resource Management. Additionally, Janie is the Board Chairperson for the Special Education Citizens Advisory Council for Prince Georges County where she is active in developing partnerships that facilitate discussion between parents, families, educators, community leaders, and the PG County school administration to enhance services for students with disabilities which is her passion. She and her husband Randolph reside in Fort Washington Maryland.
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