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CHALLENGES FACED BY TEACHERS OF by EARLY …

7/7/03 8:07 PM Page 2. CHALLENGES FACED BY TEACHERS OF by EARLY childhood education Josu Cruz, Jr., , In the last decade, the that promote learning. Both ready to promote their opin- boundaries of the profession sides have caused sufficient ions and solutions for the have changed rather dra- upheaval in the profession care and education of young matically for TEACHERS . As we such that what TEACHERS of children. Unfortunately, such have become a more complex young children should know entities often lack the prepa- and diverse society, the roles and be able to do has taken ration and the grounding in traditionally ascribed to new meaning. the various bodies of knowl- TEACHERS have taken new EARLY childhood educators edge that comprise the field meaning and significance.

by Josué Cruz, Jr., M.S., Ph.D. CHALLENGES FACED BY TEACHERS OF EARLY CHILDHOOD EDUCATION In the last decade, the boundaries of the profession have changed rather dra-

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Transcription of CHALLENGES FACED BY TEACHERS OF by EARLY …

1 7/7/03 8:07 PM Page 2. CHALLENGES FACED BY TEACHERS OF by EARLY childhood education Josu Cruz, Jr., , In the last decade, the that promote learning. Both ready to promote their opin- boundaries of the profession sides have caused sufficient ions and solutions for the have changed rather dra- upheaval in the profession care and education of young matically for TEACHERS . As we such that what TEACHERS of children. Unfortunately, such have become a more complex young children should know entities often lack the prepa- and diverse society, the roles and be able to do has taken ration and the grounding in traditionally ascribed to new meaning. the various bodies of knowl- TEACHERS have taken new EARLY childhood educators edge that comprise the field meaning and significance.

2 In face insurmountable chal- of EARLY care and education . the case of TEACHERS of young lenges in meeting their pro- For example, all too often, children, their role has fessional obligations. Aside the curriculum is misunder- expanded to encompass from the traditional roles that stood and looked upon as many, heretofore, duties and TEACHERS have assumed, they something that TEACHERS do responsibilities that were are now expected to serve as to children and not as some- often considered to be part of curriculum specialists, diag- thing that TEACHERS do with the home. nosticians, health care children. Parents are fre- Young children, for all providers, family counselors, quently considered a part of intents and purposes, have adult educators, program the physical landscape and become a social and political managers, child development not as the child's first commodity.

3 The welfare and experts, child advocates, men- teacher or partner in the education of children have tal health specialists, nutri- teaching and learning enter- become fair game for those tion specialists, and many prise. Here TEACHERS are rele- seeking to win votes or sym- others too numerous to list. gated to assembly line roles pathy for a particular cause. At the same time, the teach- and pressured to keep to a Consequently, TEACHERS are ing profession is confronting certain instructional time finding themselves in the new notions of pedagogy and schedule under the guise of midst of a social revolution more intense scrutiny by teaching and children learn- between forces competing for professional groups.

4 Ing. This approach to the the hearts and minds of par- Because the EARLY years care and education of young ents and their children. On have now become a cause children will surely under- the one side you have those c l bre for many people and mine the current mantra of that advocate for custodial groups, there is no shortage no child left behind so care and on the other those of self-described experts prominently promoted by 2. 7/7/03 8:07 PM Page 3. certain groups and individu- important for us as a profes- individual. We are an active, als. In this highly politicized sion to be able to assure the demanding, and complex environment of schools and public that we know what profession.

5 Childcare, EARLY educators children should know and EARLY educators are the are FACED with the challenge when they should know it. first line of defense in the of defining what to teach, As professionals, EARLY edu- teaching and learning of when to teach it, and why it cators must take ownership young children. The impact is important to teach it, all of the CHALLENGES and pro- we have today will be felt against enormous vide the leadership to make tomorrow and for genera- barriers. it happen. The EARLY child- tions to come. Hence, our The CHALLENGES are, hood profession is not for the legacy will be revealed. indeed, daunting. But it is faint of heart or the passive Josu Cruz, Jr.

6 , has an in EARLY education from the University of Wisconsin, childhood education from the University of Madison. Wisconsin, Milwaukee, and a in 3.


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