Becoming a Professional Have you ever really thought about what the term “professional” means as an early childhood educator? What exactly does it mean to be a professional in the field of early childhood education? By definition, a profession is “an occupation that requires extensive education and/or specialized training” (Bredekamp, 2017, p. 527). As a student enrolled in a master’s level program, you are indeed receiving both extensive and specialized education in your field of study. It is important that you not only see yourself as a professional, but also that you understand how to uphold your role as a professional in the field of early childhood education. That is where this first post this week begins. To prepare for this discussion, review the NAEYC Standards for Early Childhood Professional Preparation that you read in Week 1 of class. For your initial post you will Compare and contrast two professional organizations available as an early childhood professional and explain how joining organizations such as these enhance your ability as an early childhood professional (e.g., NAEYC, National Head Start Association, etc.). For a comprehensive list of ideas please refer to the weekly guidance. Explain the professional standards that are relevant to your future career path (i.e., national, state, or local standards, child care licensing requirements, etc.). Defend the importance of upholding each of the below key elements of Standard 6 in the NAEYC Standards for Early Childhood Professional Preparation. Be sure to support this portion of your discussion with information from your text and the NAEYC Standards for Early Childhood Professional Preparation. 6a: Identifying and involving oneself with the early childhood field. 6b: Knowing about and upholding ethical standards and other professional guidelines. 6c: Engaging in continuous, collaborative learning to inform practice. 6d: Integrating knowledgeable, reflective, and critical perspectives on early education. 6e: Engaging in informed advocacy for children and the profession. Justify how by upholding and promoting professional standards and practices, early childhood leaders can have a positive impact on the research that “poor quality, ineffective teaching inhibits children’s ability to reach their full potential” (Bredekamp, 2017, p. 534). Provide at least three examples to support your justification. Create or locate an inspirational quote that embodies what it means to be an early childhood professional. Be sure to properly cite who the author of the quote is.

 

Question One

The field of early childhood education engages several institutions that strategically support the professional growth of early childhood teachers, and that enhances the services provided to teenagers. The two professional organizations include the alliance of childhood education international and the child care aware of America (Heckman, 2011). The alliance for youth education global differ from child care ware of America in that; the ACEI is an international society for educators and advocators who operate together to fuse awareness, experience, and perception with the aim of exchanging information, exploring innovation and advocate for teenagers. On the other hand, the child care aware of America is a state system comprising of more than 750 child care resource and recommendation centers situated in all states and a majority of societies across the United States. The similarity that is associated with these two organizations is that both have a similar mission of providing quality care to young children and nurturing their talents. Therefore, as an early child provider situated in the state of Louisiana, joining such organizations are significant to my professional as they will provide more insights on how teenagers ought to be handled in every step of the education process.

Question Two

As an early childhood provider, some of the professional standards valid for my profession include assessment of child progress that is strategically informed by the progressing systematic, formal, and informal evaluation approaches effective in providing data on children’s learning and development. The second standard is teaching that is strategically a program that applies developmentally, culturally, linguistically effective and approved teaching processes that increase every teenager’s learning and growth in the context of the curriculum objectives (Heckman, 2011).

Question Three

The significance of identifying and involving oneself with the early childhood field as part of the fundamental elements of standard six is that; it assists one develop better understanding and service techniques for the teenagers and their families. Knowing about and upholding ethical standards and other professional standards is significant in helping the teenagers to grow and understand their rights (Moss, Dahlberg & Pence, 2013). On the same note, involving in continuous and collaborative learning to inform practice is essential as it embraces diversity and introduction of other significant learning techniques. The value of integrating knowledgeable, reflective, and necessary perspective on early education is that it prepares one for any eventualities and finally, engaging in informed advocacy for children and the profession is significant as it enables educators to stand out for the teenagers in protecting their rights and freedoms.

Question Four

By embracing professional standards and practices, early childhood leaders are likely to have a positive impact on the research as this would incorporate the appropriate conduct and modes of learning within the system. Teenagers and educators are likely to form an excellent learning environment with mutual and understanding.

 

Question five

 “This state has put a lot of concentration on reforming the k-12 system, but we have done very little with early childhood education. We cannot wait until they get to kindergarten because then we are just playing catch-up” (Evelyn Keating).

 

References

Heckman, J. J. (2011). The economics of inequality: The value of early childhood education. American Educator, 35(1), 31.

Moss, P., Dahlberg, G., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge.