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| Cary Larson-McKay |
Did They Really Just Call Us Wimps?
Are we (and by that I mean all of us in the early education and care field) complacent? Do we persistently “make do” instead of seeking ways to support optimal experiences for children? Do we lack the commitment to the necessary systems and policies that would elevate the profession?
- Are we wimps?
- Are we short sighted?
- Do we lack the willpower?
I am currently reading what is shaping up to be the next big “guiding text” for our field, “Transforming the Workforce for Children Birth through Age 8: A Unifying Foundation.” It is an extensive study of the field by the Institute of Medicine and National Research Council of the National Academies. The list of participating experts, researchers and thought leaders who participated is impressive.
Early in the book they use some of the terms I mentioned above (well, not “wimps” that was my interpretation) to describe the state of the early childhood field. It set me to thinking about who we are, what we believe, what we take action on, what we let slide. Fundamentally I wondered where is our passion and how do we express it?
Ask almost anyone in our field and they will answer that they do what they do because they have a passion for children. From my encounters with many of you I know this is true. Another truth that I know in my heart of hearts is the level of dedication and the amount of energy most of you put into your life with children.
As I read the book’s summary I had to stop and take stock. Was the perception of this esteemed group accurate? Are we “making do” with not only inadequate if not downright destructive policies? Do we really accept the existing lack of continuity and educational discussion with other educational professionals? Do we really accept the limited educational opportunities and meaningful professional development opportunities without holding all our colleges and trainers accountable? Have we accepted an inadequate infrastructure without letting the decision makers who created the infrastructure know the consequences of their actions? Do we actually tolerate the damaging and patronizing attitude toward our work, our field and ourselves without calling out the injustice every time we encounter it?
Sadly, I think we have allowed many of these actions to diminish the rightful status of our field and ourselves. This cannot continue. It is not good for children. It does not create a healthy and safe environment. It does not consistently provide the very highest quality learning experience for each and every child. It does not assure a positive future for the children or for us. And, it is not a supportive environment for us as we try to work in this less than helpful state of affairs.
I see three areas that desperately need our attention:
- Our immediate environment
- Our collective professional outlook
- Our relationship with community and society
As we work each day to provide for the children, families and ourselves, we need to advocate for what is good and right for the specific children and families who depend upon us (it is not okay that each child is tested and evaluated on a standard set of learning accomplishments). We have to advocate for each child, to have that child’s needs met. We have to advocate for each child to be afforded an opportunity to learn the fundamentals needed for growth and learning, providing for a future of possibilities. We must have and we must ask for the appropriate knowledge tools to provide for the needs of each child and family—it is not okay for our learning and professional training to be left up to each of us to individually seek out and to participate in without support and recognition of our efforts by the organizations for which we train and learn. We must have the support of the administrators to allow us to do what is best for the children by supplying us with the materials to make it happen—and we must ask for it. We must be able and willing to demonstrate compelling reasons those materials are necessary for learning.
We must make sure that our work environment is safe and takes the children’s and our physical and emotional needs into consideration—it is not okay that too many teachers of young children suffer from bladder infections or have to work when they are sick.
Our Answer?
As our Early Childhood profession strives to move toward greater professionalization and recognition of the necessary work done by those in the field, we as individuals and an association of professionals must be active in communicating the importance of what we do. We must ask our communities to recognize this fact and support us by respecting our work. We ask for adequate compensation for the essential role we play in the lives of the children, their families and the future of our society. That we (and I know that this may be difficult to take) support increased training and certifications to bring us into line with teacher credentialing. This is vitally important if we are to leverage our position in hopes of achieving wages commensurate with the work we do with children who are experiencing the greatest growth of their entire lives.
We have a deep understanding of children and how they learn. We do important, even essential, work. It is about time we had a profession that recognizes that fact. Our communities must hear from us that early childhood is a powerful period in the growth and development of all children. A child’s early experiences and environments carries through for that child’s life time.
Our society as a whole and our individual communities benefit from strongly supporting positive experiences for every child. The benefits are direct and significant. Children are healthier if they have good medical care and health education. Early emotional and social learning can help children have greater empathy and social skills when interacting with others throughout their lives. Appropriate learning environments can set a good foundation for entry into elementary school and future formal education experiences beyond that. Children become more skilled problem solvers with productive early learning experiences. These benefits multiply and continue to grow seeding more benefits for the future. Our communities must be taught this. We’re teachers. Teach your communities what they need to know and what they must do.
The Defense
Talk to parents and support their understanding of what sets a child on a positive trajectory. Communicate with your community by helping your spiritual and civic organizations develop and support early education programs raise their awareness. Ask your local city and county officials to take young children into consideration when they make decisions. Members of CAEYC have successfully influenced the availability of parks and open spaces, modified zoning laws to account for the needs of children, helped school boards think about providing services for young children, influenced state legislation with letters and conversations with Senate and Assembly members, and have helped the United States Congress see the importance of supporting programs for early childhood.
I urge you to do the same. Please talk to any and all elected officials, ask them to take children into consideration on every decision they make. Then pay attention to what they do. Give them support when they do what is right and give them information and education when they do not. These are dangerous times for children, at all levels of understanding. We must protect them.
I have one final plea. This is a presidential election year, which is an important fact. But it is not the only election that will be decided in November. There are local, state and national elections happening as well. It is our right, our responsibility, to vote for those candidates who will best represent us and our concerns. Children, and especially what happens to young children, are too important to ignore. Help each and every candidate understand this fact.
There are easy ways to do this:
- send a postcard
- write a letter
- get others to contact the candidates
- attend candidate events
- ask them what they think is important to do as related to children
- phone
- text
- talk to people
- just do it
If you are a citizen then please be sure you vote. If your work hours do not allow you time to get to the polls then send in an absentee ballot. If you can and have not registered yet please do so—you have to do this before October 24. If you cannot vote you can still participate, communicate, and urge others to vote. It is important. It is an essential characteristic of a democracy, it is our responsibility, and it is after all, for our children.
We are strong. We are smart. We are capable. We do important work and we care enough to stand up for what is right for young children.
I am happy to call you all colleagues. I believe.
We are not wimps!