Thanks for all the insights! Feels like there are two different but related discussions happening on this thread, and I would love to contribute to both! I did not even recognize how much I wanted to add to the discussion.
First, what do we call our profession or role? Educator, teacher, early childhood practitioner? This is fascinating, and maybe looking into the journey other professions have taken in seeking greater status, pay and understanding for their professions, such as from secretary to administrator or from janitor to custodian? I have found myself struggle with titles for our profession: is there a difference between a preschool teacher and a daycare worker? What about people who work with older children in aftercare programs? I often feel nervous asking for teacher discounts- almost apologetic, "yes, I am a teacher, but not in the public schools, I teach preschool." Most often, I do get the discount, but some times I am told the "teacher discount program" is just for public school teachers...
I have a BA from UMN with a major of Child Development, and an MA with thesis in Human Development from UMD. My area of study was aimed at research and undergraduate and graduate teachering. I was fortunate to be able to choose to be a stay at home mom, but honestly, the demands of finishing my PhD and working at a university while cared for my 2 children terrified me, and I felt leaping out into the workforce with my masters degree would never land me a job that could pay enough for the quality of care I wanted for my children... I struggled with thoughts about re-entering the workforce at a pay level that my education level required, and just sort of floundered, extending my time at home. Eventually, my children's old preschool reached out to me, they desperately needed qualified substitutes. After a year subbing at the preschool, they asked me to take an assistant teacher position. It is a small, faith-based preschool with a tradition of recruiting parents to become teachers. Entering as an assistant teacher was somewhat difficult and painful for me, as my first experience working with young children was in a similar capacity when I was just twenty years old, and that work experience led me to seek a degree in child development at the UMN. During my many years in college, internships and graduate school, I have studied and worked with researchers at the top of the field such as working in the labs of Ken Rubin, Steve Porgess, Steven Suomi, and Megan Gunar, and taking graduate courses with Nathan Fox, Jude Cassidy, Charles Nelson, Melanie Killian and many other great researchers and teachers. I have found my education often more of a barrier than a blessing in the classroom setting, as my colleagues do not see me as having any better insights into teaching than their experience has given them. I also agree that in our field in particular, some one may graduate at the top levels and yet lack valuable hands on experience that is intrigul to field! Yet I cringe and caff each time I hear colleagues downplay the importance of research-informed curricula, or get told "teachers are not qualified to diagnos" and I " don't know for sure" that a child should be screened by a professional for the possibility of developmental issues or delays when I documented red flags. I find I am often "walking" in two worlds," research and practice, but have a home in neither. Since the conference last Nov., NAEYC has become my home and haven, where I find amazing colleagues at all levels of education and experience seeking to unite and uplift both our profession and it's repetuation without leaving valued, and experienced colleagues trapped from contributing by increased qualifications without increased wages! I don't know the answers, but I would love to learn!
Second, when choosing first names, or last names, or what the children and families call us, I think a "one size fits all" answer is far too narrow. Each setting should be free to find the best solution for their place or institution. I do believe the children's ability should be included in the solution. Because my last name is Purple, I am happiest being called Ms. Purple. I wear purple everyday, and the children are able to remember my name almost immediately, and this leads to a feeling of comfort and familiarity that contributes to a great teacher- student relationship. Recently, I became a trained Music Together teacher, and when I am teaching Music Together, I use the practice of being called by my first name, Miss Margro, as I see this as part of my role with Music Together. Never the less, I will continue to wear purple no matter what role I play!
thanks for giving my thoughts your time,
Ms. Purple
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Margro Purple
Rockville MD
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Original Message:
Sent: 03-17-2019 12:07 PM
From: Emily Kenyon
Subject: Staff Labels for Power to the Profession
Hello All,
Thank you for this powerful and thought-provoking discussion. I came in at about post 18 and am loving it. I definitely support the use of Early Care and Education, but do like the term Early Childhood Educator for a teacher of birth to age 8 young children regardless of setting. One of my favorite moments of my work year last year was when the assistant superintendent of schools called me an educator in a group of public school teachers and administrators. The value judgements, sense of division and low self worth we sometimes experience working in service to young children and families in relation to the K-12 community were obliterated for that moment. Thank you!
The deep knowledge and practice of relationship-based care which supports ALL future learning for children is not any less important when we are called by our first names by children and families, however. Who would force a toddler to call them Mrs. Kenyon? Do I prefer the term educator more because I began as a bachelor degreed, licensed teacher for pre-K to third grade? Maybe.
With regard to the Southern cultural practice, which spans racial and ethnic identities, of calling adults Mr. and Ms., the answer is clear to me. I do not know a single person raised in our rural community who would allow their child to call an adult community member by their first only. This brings us back to meeting people where THEY are in true best practice family engagement and allowing families to use whatever for us that feels comfortable to them.
Thank you for the opportunity to share!
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Emily Kenyon
Early Childhood Technical Assistance Specialist
Children & Youth Partnership
Manteo NC
Original Message:
Sent: 03-14-2019 07:30 AM
From: Nora Krieger
Subject: Staff Labels for Power to the Profession
It is sad that the term "educator" has taken on the association of being related only to academics. I understand why these labels have been suggested in Power to the Profession. Just as in any profession, labels imply knowledge. The profession must move away from the popular view that anyone can do this work and that it is, at best, glorified babysitting.
I just read an article where it was pointed out that the administrators in a school were moving their least effective teachers down to the kindergarten level because they would not have an impact. The assumption behind that action is that what happens with the younger children is inconsequential to not only their development but their learning. We must break this cycle of thinking and association that it does not take any knowledge or skill to teach our youngest children.
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Nora Krieger
Associate Professor Emerita/ Chair NJEEPRE
Bloomfield College/ New Jersey Educators Exploring the Practices of Reggio Emilia
Highland Park NJ
Original Message:
Sent: 03-13-2019 09:57 PM
From: Linda Boss
Subject: Staff Labels for Power to the Profession
Carol,
Your point is well-taken! Not only has "care" been taken out of education for school-age children but it is also disappearing from Early Childhood. For example the Power to the Profession recommendation for the appropriate term for this work no longer includes the word "Care" as in Early Care and Education. The recommended term for adults who support children and families is "educator". I am concerned that when we change the words we use to identify ourselves, we change the focus of our work. The term "educator" for me implies a focus on academics. I don't want ECE professionals to abandon the focus on nurturing in an effort to earn respect. I believe we can earn respect without having to choose between one focus or the other. We can have both care AND education.
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Linda Boss
Instructor
University of WI - Platteville
Lewistown PA
Original Message:
Sent: 03-10-2019 11:37 AM
From: Carol Murray
Subject: Staff Labels for Power to the Profession
Thank you Wendy for doing such important work in our society! I found someone like you when my first born was a baby - a professional who provided a loving education for my child in her home with a few other children as well as her own. I loved dropping him off and being greeted by the family dog. I treasured the home atmosphere.
I think centers and institutions should be more like homes. Home is a model we should all emulate. Nel Nodding, the amazing educational philosopher has written extensively about how care is missing from middle school, high school and college curriculums and how desperately older children need domestic home-like experiences to shape them into compassionate empathetic humans. The nature of good education is relational.
Perhaps when we break free from the model of domination, and top-down learning, all teachers will be called by their first names!
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Carol Murray
Bard Nursery School
Red Hook NY
Original Message:
Sent: 03-10-2019 11:01 AM
From: Wendy Buzzell
Subject: Staff Labels for Power to the Profession
As a family child care provider I have worked very hard to make my clients feel like family while their children are in my care. Just as I would not call my sister by her last name, I wouldn't address my families this way. To me, it discards the 'family' part of family child care. I am Wendy, my students are Joey, and Sarah, their parents are Andrea and Ian. (Real names not used).
Do do I have an education in ECE? Yes, I have my bachelors degree.
To me, family child care is different than center based care because we can be more familiar, and in my opinion, more nurturing because we have smaller groups and our staff stays the same for longer periods of time. I have had the same full time assistant for over 14 years. We get to know the children, their families and even their extended families sometimes.
This is makes me no less of a professional that being called Miss Wendy or Miss Buzzell. It is my preference and has been since 1997. My daycare is always full to capacity and there is always a waiting list.
What makes me a professional is what hat and how I teach the children who I care for. Not what I am called...that part is a preference.
Thanks for reading...
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Wendy Buzzell
Teacher
Peek~A~Boo! Home Day Care
Southborough MA
Original Message:
Sent: 03-06-2019 01:36 PM
From: Andrea Zabel
Subject: Staff Labels for Power to the Profession
As an assessor, I am in a lot of different classroom types. It just hit me today that in "school settings" children and families typically call the teacher by their last name (Mrs. Smith). However, in licensed child care settings, the adult is typically called by their first name, sometimes with a Miss (Miss Andrea). Perhaps one of the practices that will help to professionalize our field is the use of proper last names for ALL adults who work with children? Just a suggestion.
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Andrea Zabel
Quality Measurement Specialist
Maryland EXCELS
Towson MD
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