ExchangeEveryDay Past Issues

Thanks, Deborah, Shawna and Francis, for your thoughtful comments. I'll be sharing them in a future EED, for sure. One limitation of our short format for EEDs is that I can leave out too much! This article was specifically addressing online certification programs. I think the author agrees that the on-the-job learning is critical, whether it's formalized or not - the know what and know how. One takeaway for me is wondering about the support mentors/experienced teachers may need in supporting new teachers. And Francis, yes, thank you for calling out yet another example of the horrific disconnect between the deep and important work required of early childhood practitioners and the pay/benefits/respect they receive. We can't stop advocating for better compensation.

I think this piece is problematic (maybe the researcher is only aware of traditional BA/S programs)?

First, all my students at the community college are already involved in working in a childcare/ECE setting (they cannot afford otherwise!); secondly, several of the required classes they take have built in practicums and observations, and, thirdly, unlike in traditional colleges of higher ed. - due to tenure requirements - almost all instructors in a community college ECE program have/ are directly involved in the field. Thus they bring their own practical experiences and real-life perspectives to the content they are teaching.

Finally, given the horrendous pay and benefits of our field, I am 100% opposed to any additional requirements until this problem is addressed!

I think it should also be noted that most of the “content knowledge preparation programs” mentioned often have a hands-on, practicum/internship component where students (candidates) are give the chance to experience the work of a classroom under an experienced peer. It may be one course, but often is included in a variety of courses in their educational plan. There are also requirements for the facility and mentor teacher education/experience if it is not managed by the campus lab school or related child care/early learning center.

Also of note, most students in the college or training programs are taking coursework and already working in child care/early learning programs. The quality of their work experiences may not always be as high as their practicum/internship, but there is learning in that situation as well.

The reality is that we (as a collective field) don’t always have enough well-educated and experienced teachers in high quality programs to build our workforce in a long term apprenticeship model and the cost of an apprenticeship model (though ideal) will become a challenge to any childcare/early learning program if it is done correctly.

Equally, there ARE large and small scale efforts to incorporate apprenticeships into the current model. The National TEACH program has started one in a few select states to see if it works. More info: https://www.teachecnationalcenter.org/special-projects/early-childhood-educator-apprenticeship-program/

Great article to spur some thinking about apprenticeships. I think the primary benefit is the structure that it demands from programs and leadership.

This comment, "A review of state child care center licensing requirements for children birth to 5 revealed that an apprenticeship is not mandatory for child care center teachers in any state in the United States. Instead, center directors generally hire child care teachers upon completion of a content knowledge preparation program alone." is somewhat misleading, as CDA and BA in ECE both would require extensive practicum work - not just book knowledge. ECE in particular 'grows its own' through fairly intensive experiential learning. Apprenticeships, in my view, simply take this process and formalizes it more firmly to ensure the candidate is getting full support throughout the process and beyond.