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Promoting Change Agency in Early Education: Professional Educators Are Key

Promoting Change Agency in Early Education: Professional Educators Are Key

Mary Ann Cahill, Mary Jane Eisenhauer, Anne E. Gregory
Copyright: © 2022 |Pages: 17
ISBN13: 9781799886495|ISBN10: 1799886492|ISBN13 Softcover: 9781799886501|EISBN13: 9781799886518
DOI: 10.4018/978-1-7998-8649-5.ch020
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MLA

Cahill, Mary Ann, et al. "Promoting Change Agency in Early Education: Professional Educators Are Key." Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness, edited by Anastasia Lynn Betts and Khanh-Phuong Thai, IGI Global, 2022, pp. 499-515. https://doi.org/10.4018/978-1-7998-8649-5.ch020

APA

Cahill, M. A., Eisenhauer, M. J., & Gregory, A. E. (2022). Promoting Change Agency in Early Education: Professional Educators Are Key. In A. Betts & K. Thai (Eds.), Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness (pp. 499-515). IGI Global. https://doi.org/10.4018/978-1-7998-8649-5.ch020

Chicago

Cahill, Mary Ann, Mary Jane Eisenhauer, and Anne E. Gregory. "Promoting Change Agency in Early Education: Professional Educators Are Key." In Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness, edited by Anastasia Lynn Betts and Khanh-Phuong Thai, 499-515. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8649-5.ch020

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Abstract

Reframing the preparation of early childhood educators from “training” to an induction into a profession of practice, this chapter outlines a blueprint for such a paradigm shift. Induction involves embedded structures and opportunities for preservice early educators to develop as professionals, including core foundational knowledge about child development as well as apprenticeship in practice. Professionalizing the field is grounded in early educators' deep understanding of the child's sociocultural milieu and the implications for development and learning. Further, to mitigate the effects of trauma that has become emblematic of the recent pandemic, aspiring early educators need explicit instruction and support as they co-construct the profession within their courses, field experiences, and co-curricular activities.

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