Misconceptions about ECEs are a potential barrier to a constructive continuation of the implementation of the FDK program. We need to advocate for ECEs because when barriers and road blocks to their practice emerge, a productive and balanced approach between an ECE and a teacher can become more difficult, and the potential benefits to children and their families can be undermined as a result.
To see the full benefits within FDK, ECEs and teachers will need to recognize the different roles they each play in a child’s development but also the ways in which their roles, responsibilities, and skill sets overlap and constructively support one another. In an effort to compare these misconceptions with evidence based research, we hope to break down the existing barriers that may potentially exist in
FDK programs.
To see the full benefits within FDK, ECEs and teachers will need to recognize the different roles they each play in a child’s development but also the ways in which their roles, responsibilities, and skill sets overlap and constructively support one another. In an effort to compare these misconceptions with evidence based research, we hope to break down the existing barriers that may potentially exist in
FDK programs.
Potential Misconceptions by Teachers About ECE as a Learning PartnerMisconception 1: The children will not learn if they play all day.
Fact 1: Teachers and ECEs have complementary skills which potentially can be a wonderful union. Erin Way, a kindergarten teacher who has been working with an ECE since 2011, was quoted as saying “Both professions have very different histories, purposes, traditions that have shaped how they interact with kids, their pedagogical style, their attitudes and beliefs about how children learn, even how they feel about themselves” (TVO Parents, 2011). It is important to highlight both learning partners’ specialties and knowledge what it is specifically that they bring to the classroom. Fact 2: ECEs specialize in supporting children’s early years and development; they use play-based experiences to help children develop social and self-help skills, physical skills, such and fine and gross motor skills, as well as cognition; while teachers focus on cognition and base their lessons on a curriculum set by the province and the school boards. ECEs can bring another set of eyes. Dr. Rachel Langford, Director of the school of Early Childhood Education at Ryerson University, made a great point about the skills that an ECE brings to the FDK program. She said; “The children in front of you are in some ways little mysteries that you’re trying to unfold. And most of them unfold the way they’re supposed to, but there are others that are a bit more ambiguous. And they’re usually the children who have some sort of special need”(TVO Parents, 2011). An ECE has studied the development of children from birth to the age of twelve, focusing on the various developmental domains and typical milestones. This can be complimentary with the teacher who has a different course of study and specializes in the cognitive development of children Misconception 2: At least I will have an assistant now in the classroom.
Fact 1: It may be beneficial to the team to remember that if one of the educators notices something about a child, which does not always mean negative signs; this could be a chance to focus on children’s strengths and capture teachable moments. They are better able to point it out to the other, who can also encourage the child’s exploration or provide some additional attention (Pearson, 2010). Fact 2: When a hierarchy is perceived by the learning team, it is more often reported by ECEs. According to a report on findings in a research survey conducted by Janette Pelletier(2012) at OISE University of Toronto; “ECEs and Kindergarten teachers generally acknowledge that Kindergarten teachers delegate more tasks to their early learning partner and have more authority than ECEs” (Pelletier, 2012). In this study she concluded that “both childcare and kindergarten teachers report that their respective fields are characterized by differences in pay, working conditions, education and prestige” (Johnson & Mathien, 1998). Moreover, when professionals from different disciplines collaborate, there is the potential for the professional with greater access to symbolic resources (e.g., pay and prestige) to dominate the other (Calander, 2000). When child care professionals were integrated into primary classrooms in Sweden as “recreation instructors”, for example, these professionals ended up taking on the role of a teaching assistant (Calander, 2000). Based on Pelletier’s (2012) research there is more study needed on how ECEs can maintain their professional identity within FDK classrooms. It is apparent that kindergarten teachers seem to hold the advantage in terms of their education, being held in a higher regard. Their level of pay is higher than that of an ECE as well. |
Potential Misconceptions by Families about ECE
Misconception 1: The Early Learning Program is too focused on economics and bolstering the work force (Hammer, 2010)
Fact: The Full Day Kindergarten program and its potential vision was supported by Charles Pascal (2012), an internationally recognized educator with expertise in early and higher education, training, policy development and leadership & organizational development. According to Charles Pascal’s (2009) report, “With Our Best Future in Mind”, he states that he shares the same view as the former Premier of Ontario, Dalton McGuinty. Pascal (2009) says that the investment that is placed into early learning results in better outcomes for children and a more prosperous society for everyone. Misconception 2: Put 26 children in a room and the interactions and energy in that room is just too much. How much time will your child get with the teacher – the TEACHER HAS to teach and assess (Keenan, 2010)
Fact: According to the draft version of the Full-Day Early Learning Kindergarten Program (Ontario Ministry of Education, 2010), it is expected that children will enter the early learning program with different levels of development, experience and achievement. The team, which would include a Kindergarten teacher and Early Childhood Educator, is responsible for providing care and instruction for their needs and interests. The goal, as stated on the program document, is to ‘reach every student’ (Ontario Ministry of Education, 2010). Misconception 3: The benefits of all-day kindergarten are likely being overestimated - parents aren't saying they believe the full-day program will turn their child into "an Einstein." (van de Geyn, 2013) Fact: The addition of the Early Childhood Educator in the classroom would bring importance to the development of the ‘whole child’, including social, emotional, intellectual and physical development. According to the Ministry of Education (2010) webpage, children will not only develop a stronger foundation in early literacy; developing friendships with their peers will allow them to practice social skills, problem solving and ease the transition to Grade 1. |