Introduction
One of the first thing that the person should be asking themselves if they want to opt a field is that is that field a profession on its own. And that alone raises an interesting argument regarding how something that can be described as a profession or not. The same goes with the early childhood education. Can early childhood education be attributed as something as a profession or if there are some other aspects that are needed to be kept in mind to make sure that the better understanding is developed in this regard. Looking specifically at the case, are the people who identify themselves as the early childhood education experts can be termed as the professional in their own rights. In this paper, it would be seen that why the early childhood education practitioners are not categorized or not categorized as profession on their own (Aitken & Kennedy, 2007).
Inclusiveness of the Early Childhood Education
One of the key thing that is needed to be taken into the reckoning is the fact that how the early childhood education is rather inclusive in its nature (Hyson et al. 2009). Due to that, any definition that is bound to create boundaries where certain people are deemed as professional and certain people are not is bound to create certain level of discomfort (Aitken & Kennedy, 2007). When there is such kind of discomfort, it can lead to the resistance from certain people. Now the key problem that one gets to face when one talk about the early childhood education experts is that the way they are being includes in the basic educational program. Their role starts after considerable time period during the course of the educational process and it is one of the key things that are needed to be taken into consideration. So even if one looks at the basic perspective, the early childhood education does not seem to be like a profession (Aitken & Kennedy, 2007).
Basic Sense of Purpose and Identity
Most of the times, more or less all the professions are based on the sense of common purpose and identity (Hyson et al. 2009). That identity is based on the set of unique roles as well as the attributes of their following members (Aitken & Kennedy, 2007). Taking the example of the NAEYC initiative that was lead by the 15 member taskforce as well as the 30 member stakeholders group is one of the examples where the professional group seems to have shared certain sense of identity at the combined level (Cook et al. 2013). The idea was to make sure that the establishment of the early childhood education program can be carried out at the professional level to make sure. Now this is one of the ways professional is supposed to work out. Looking at the way some of the larger groups and the associations that are working for the early childhood education (Aitken & Kennedy, 2007). The problem is that they are not really that well versed when it comes to making sure that the fulfilment of the professional obligations is carried out in the appropriate manner (Cook et al. 2013). As a matter of fact, it is one of the biggest issue that one gets to see with regards to the early childhood education and thus it is not at times attributed as the profession on its own.
Professional Responsibilities of the Childhood Educational Expert and Do they Count as Professional Responsibilities
There are many set of responsibilities that are supposed to be provided by the professional educational expert (Aitken & Kennedy, 2007). For instance, they have to make sure that they plan and implant the intentional and the developmental learning experience for the students that allow the advancement of their cognitive and social skills. At the same time, they are also supposed to make sure that they establish and maintain healthy learning environment. Not only that, they are also inclined to ensure that the needs of the children as well as their families are being taken care off in the appropriate manner (Aitken & Kennedy, 2007). That seems quite a lot of responsibilities that might be falling under the domain of the professional. That is not the case here though as the main problem that is being faced when one talks about the fact that how these things are not attributed as a profession is due to the knowledge that extent to which the accountability is needed to be done is not going to be carried out at each and every level (Cook et al. 2013). At times, even though the execution of the jobs and the responsibilities that are the part of the Early Childhood Educator comprises of the many thing, the problem is that as there is sever lack of accountability, it is not being considered a profession in its own right (Aitken & Kennedy, 2007).
Conclusion
Looking at some of the some of the combined responsibilities as well as the accountability program that comprises of the profession, it can be said that the Early Childhood Education Programs do not really constitute or fulfil the requirements that they can be termed as a profession. The main issue that one gets to face as far as the whole thing is that at times, the combined interests of all the stakeholders who are involved in the decision making process are also kept in mind and due to which, the early childhood education experts are not considered to be a professional (Chalke, 2013).
References
Aitken, H., & Kennedy, A. (2007). Critical issues for the early childhood profession. In L. Keesing-Styles & H. Hedges (Eds.), Theorising early childhood practice: Emerging dialogues (pp. 165 -185). Sydney: Pademelon Press.
Chalke, J. (2013). Will the early years professionals please stand up? Professionalism in the early childhood workforce in England.Contemporary Issues in Early Childhood, 14(3), 212 – 222.
Cook, K., Davis, E., Williamson, L., Harrison, L.J., & Sims, M., (2013). Discourses of professionalism in Family Day Care. Contemporary Issues in Early Childhood,14 (2), 112 – 126.
Hyson, M., Morris, C. A. S., & Tomlinson, H. B. (2009). Quality improvement in early childhood teacher education: faculty perspectives and recommendations for the future. Early Childhood Research & Practice, 11(1).
