ExchangeEveryDay Past Issues

Although I agree that it takes more than a degree to make a good quality early childhood educator, I think a degree definitely helps. Sure all the formal training in the world cannot even give you a glimpse into what you are going to experience, or even help you finding ways to deal with these issues, but it can help to prepare you for what you may face. Getting a college degree does not mean that you are going to be the perfect educator, and I do not know of any college that makes that claim, however, it's goal is to help prepare and enable you to become a teacher through courses on research based learning strategies and other developmentally appropriate activities and learning opportunities.

Even though working in the field of early education does not require a degree, I believe it benefits both the educator and the children. Trainings that are given to staff members are great, but they cannot go as in depth as a course in that particular subject manner. Lack of time contributes a lot to the reasons that many educators in the early education field do not have a degree at this time, but it is important to think about how that time well spent in a course can affect the quality and outcome of your own classroom. We, as early educators, are responsible to prepare these young children for school and life. I think it's about time more emphasis is placed on ensuring all educators have a degree from a quality higher educational institute.

I have been in EE for 23 years. 14 years ago I received my CDA and began directing a child care center. As a director of a very large program, I know that a degree does not make an EE professional. I will hire someone with developmentally appropriate lesson planning experience over someone with a degree every time. BUT, I do know that my staff that obtain their CDA or an equivalent are better early educators.

I went back to college in 2000 with the intention of letting my working knowledge be validated with a degree. I received my Bachelors in 2003 and my Master of Education in 2006.

I used to be one of those EE professionals that would say that I didn't need a degree because I had a working knowledge that surpassed most with a degree. I look back know and can truly say that I had an inappropriate attitude. My prayer is that every early ed professional will pursue higher education in the EE field. I feel that every administrator in the EE field should be working on obtaining a Bachelor in Early Education.

I have just been accepted into the Doctorate of Ed program at Liberty University. I am excited to start this new quest and learn how to advance the early education profession that I love so dearly.

Kristi

I also agree that education does help early childhood teachers perform at a higher level. I will debate of what that education should consist. I have been in the profession for 25 years and a director for 18 of those years. I have hired people with early childhood degrees and must honestly say that they have not been my best teachers. I have found that those with degrees deal with preschoolers as if they were kindergardners and they certainly are not. I prefer the person who comes to our profession with a love of children, hungry to learn what makes them tick, with a open willingness to learn all they can on how best to teach their young charges. If these individuals go on to get their degrees they are a much better prepared preschool teacher.

I agree with many of the sentiments out there. Education or experience alone is not enough for a quality teacher, but some combination of both is critical. There are some studies out there that say an Associate's Degree in this field can be just as valuable as a Bachelor's Degree. I happen to agree. Many early childhood programs at the bachelor's level are focused on pedagogy and not actual child development. Teacher's in this field need to know why they do what they do, not just what to do. As an instructor at a community college in early childhood, I know that many of my students leave with the practical skills and knowledge necessary to become succesful teachers. The second part of this debate comes from who will fund this movement? We do need quality teachers in our programs. Who is going to pay for it? We need to pay teachers more in order to get the quality we need, but parents are not able to solely handle the economic impact of this. Government has to step in somehow...and subsidize existing programs, rather than create new ones through the departments of education across the country.

I have found that teachers with experience and training through in service and conferences are just as effective or more effectivie than those who come with a BA degree. How can we as small private schools afford to pay teachers to get a BA and then pay them enough and offer benefits that would keep them from going to the public system. This is prospect is scary for those of us who wish to keep our preschools.

I can't agree more with the sentiments of all those supporting mentorship, and innate dedication to children and their growth and development. however, after 30+ years in the profession as a teacher, administrator, and children's advocate, I know the value of a formal degree in terms of the resprect and support that potenial parents and financial supporteers hold. I too have seen many many very loving, dedicated, and talented caregivers without formal degrees, serve as the backbone of child care institutions as mentors. I have watched infant and toddler caregivers teach parents good solid parenting skills without a speck of formal training in the field. But if we are going to lift the child care image to a new level, with funding possibilities, and support far beyond where it is now, we need to be able to justify the quality we know is there, with solid evidence, and in this field, like any other, education level is the measuring stick that we use. I would cringe to think of choosing a doctor based on her ability to nurture and be organized over her knowledge and ongoing maintenance of education about the latest medical procedures! Child care is such important work. Why would we want to compromise it with babysitters as teachers?

I agree, experience and commitment to being a lifelong leaner and to children are essential to inspiring young children and their families, while formal education is not. Those who want to learn, need to learn can do so every day all day, with kids, mentors, and the plethora of research and reading materials. I did not have an undergraduate BA program available, so I majored in Linguistics (while working and running my own program). Our college(s) did not have a Masters program in anything early childhood - so I got one in SPecial education and regular ed K-8. I was the one who had to translate all of it into the early childhood application- terminology, principles,theories and all the special education laws. Not hard, but not done by any professor, nor by any program at our university. Could I have done it without my experience with young kids? No!~ Programs need time for mentoring and training, not just being WITH the kids. That, along with formal education, creates strong programs.

I have been working in the early childhood field for over twenty years in both the capacity of a teacher and administrator. I have worked with and hired individuals with absolutely no formal education and those with master's degrees in early childhood education. I can tell you--with no reservation--that in my experience, a person with good common sense, creativity, organization skills and a hunger to improve the lives of children trumps education every time!!! While it is true that formal education is helpful--I beleive this profession places far too much emphasis on education and not enough empasis on mentoring, apprenticeships and on-the-job training. We have had some highly educated people on staff who have not even had the common sense to wipe a nose unless someone tells them to!!! I think a teacher's skills need to be measured by their practical work.... not their formal education. You can clearly see in an hour -- a teacher's talents and strengths--less time than it takes to look over list of transcrips from any university!

I agree a lot with what Jackie had to say:
"...commitment of the heart, mind and soul are the MOST important credentials that need to be brought to our little ones. Belief in the children and their potential and the commitment to each child to help the child become the best he/she can be is what makes a program vital and relevant." She brings up a great point of what is most important for our children. Do not get me wrong, I am a believer of higher education as well, but when it comes to the little children (3-5 years) they need someone that is willing to help them find the best in themselves. Just because someone has a degree does not make them a good teacher. Teaching is a quality of its own, one that can not be obtained with a degree. A degree might me the whipped cream on a sundae, but that teaching quality is by far the added cherry on top.

As an educator for the last thirty years with only an Associates Degree (acquired in 2004) and a CDA, I found this article to be incredibly objectionable.
While it is important to receive training in early childhood education, commitment of the heart, mind and soul are the MOST important credentials that need to be brought to our little ones. Belief in the children and their potential and the commitment to each child to help the child become the best he/she can be is what makes a program vital and relevant. A degree MAY be helpful and certainly looks good on paper but it has little relevance to the quality of your program. Give me a good mentor anyday over degreed personnel!

How interesting that I receive this article on the same day that my NAEYC candidacy was denied because only three of my seven teacher assistants have a CDA or above. Does it not matter that we have an excellent 27 year reputation? Does it not matter that our children excel when they go on to public school? Does it not matter that the director has a BA in ECE, 40 years experience, conducts regular training and is on the premises every day? Apparently not.

Wanted to stop the same question: article available at http://www.blackwell-synergy.com/doi/pdf/10.1111/j.1467-8624.2007.01014.x
for 30 day access $29.00.

Agreeing with Beth re: degree does not always correlate our outcome we see in the classrooms. However, I also had no luck locating magazine other than a $400+ subscription for the year. Is there a link you can share?

I usually love reading your research synopses, but this one raised my eyebrows. When I tried to read the article, I had a terrible time trying to find it. The short piece I found on the article did not state what your synopsis states. Could we please have a link to the article so that we can read the whole thing? By the way, I am a believer in higher education as a tool for deepening one's knowledge of their chosen vocation. However, as in every profession, the degree is not the proof of competence. Attitude, natural talent, and dedication are at least as important.

I agree with Elizabeth (above). I have hired teachers with a Bachelor's Degree who were completely inadequate and have teachers in place who run an amazing program for their children who have a high school diploma (along with continuing education, of course). The conclusions are surprising and confusing.

I don't understand. They said there is no correlation between the teachers education and the child's classroom experience. They then discuss why there are not more highly educated teachers. I there is no difference in outcome, why do we need more highly educated teachers??
I have known teachers with masters degrees that can not teach a 4 year old classroom as well as a teacher with only a high school diploma. And vice versa.