Recognition of the profession

The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector. This report looks at the makeup of the early childhood education and care workforce across countries, assessing how initial preparation programs compare across different systems, what types of in-service training and informal learning activities help staff to upgrade their skills, and what staff say about their working conditions, as well as identifying policies that can reduce staff stress levels and increase well-being at work. The report also looks at which leadership and managerial practices in ECEC centers contribute to improving the skills, working conditions and working methods of staff. The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the early childhood education and care workforce. It offers an opportunity to learn about the characteristics of ECEC staff and center leaders, their practices at work, and their views on the profession and the sector.

This second volume of findings, Building a High-Quality Early Childhood Education and Care Workforce, examines factors that influence the skills development of ECEC professionals, their working conditions and well-being at work, and leadership in ECEC centers.

OECD

2020

The experience of children under age three with early childhood education and care (ECEC) is crucial for their learning, development and well-being and for parents’ return to work. Despite increasing recognition of the importance of ECEC for the youngest children, little is known about this sector. The OECD Starting Strong Teaching and Learning International Survey  (TALIS Starting Strong) is the first international survey that focuses on the ECEC workforce. It asks staff and leaders about themselves and their settings, including the practices they use with children and their views on the sector.

This thematic report focusses on ECEC for children under age three, an option of the Survey in which four countries (Denmark, Germany, Israel and Norway) participated. The report answers many questions that are important for parents, actors in the field, and policymakers.

OECD

2020

For most children, early childhood education and care (ECEC) provides the first experience of life in a group away from their families. This experience plays a crucial role in children’s learning, development and well-being. The benefits of high-quality ECEC are not restricted to children’s first years of life. However, little is known about this first experience. What do children learn and do in ECEC settings? With which staff do children interact at their centers? Do all children face the same opportunities to enroll in high-quality settings? What are the main spending priorities to raise the quality of ECEC? These are key questions for parents, staff and policy makers. The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the ECEC workforce. It offers an opportunity to learn about the characteristics of the workforce, the practices they use with children, their beliefs about children’s development and their views on the profession and on the sector.

This first volume of findings, Providing Quality Early Childhood Education and Care, examines multiple factors that can affect the quality of ECEC and thereby can influence children’s learning, development and well-being.

OECD

2020

Early childhood education and care (ECEC) services for children under six years of age play a fundamental role in laying strong foundations for lifelong learning and wellbeing, especially in the first three years of life. Quality ECEC services can make an extraordinary difference in children’s lives, especially for the most disadvantaged. Research indicates that children from vulnerable groups derive even greater benefit from high-quality ECEC than their peers from more advantaged families.

Our Recommendations:

• Promote the societal value of ECEC services and ECEC profession
• Establish a minimum standard of qualification accompanied by opportunities for career development for ECEC staff working with children under three years of age
• Track data on ECEC staff qualifications and define targets for the levels of qualification of ECEC staff working in ECEC services, especially those working with children under three years of age
• Define aligned competence profiles across different categories of ECEC staff to ensure high-quality service provision
• Implement policies and mechanisms that bring more diversity in the ECEC workforce (gender, cultural background, etc.)
• Increase investments for improving the ECEC staff working conditions (child-adult ratio, child-free time, renumeration, working environment)

A stronger, more effective early care and education (ECE) workforce is essential for supporting children’s development. Yet the nation’s ECE workforce faces many challenges, including inadequate compensation that varies widely by jurisdiction, high staff turnover, and disparities in training and resources across the ECE sector. To address these challenges, states are working to implement new policies and establish new requirements to better support their ECE workforces. For instance, some states have increased the minimum wage or established salary parity policies for pre-kindergarten and K-3 teachers. Other states have set minimum qualification requirements for their child care or pre-kindergarten lead teachers.

This project aims to improve the ECE field’s understanding of the various policies and funding decisions that states are implementing to support their ECE workforces, and how these system-level changes impact ECE staff and the children they serve.

Child Trends

2022

The early childhood education (ECE) workforce plays a key role in promoting early childhood development by their interactions with young children during formative years. However, the inherent demands of the profession and the work conditions within ECE settings affect job satisfaction and overall health and well-being. This study applied the Job Demands-Resources Model (JD-R) and administered a cross-sectional survey (n = 137) to examine disparities in personal and external demands and resources that may impact job satisfaction and turnover rates among ECE staff who provide care for preschool children (3-5 years of age). These findings suggest that ECE staff experience significantly higher demands and have access to significantly fewer resources in the workplace, and that bolstering job-related resources may translate to increased job satisfaction.

Keywords: Early childhood education; Head start; Job satisfaction; Teachers; Well-being.

Charlotte V Farewell, Jennie Quinlan, Emily Melnick, Jamie Powers, Jini Puma

Early Childhood Education Journal

2022

Early educator well-being is increasingly understood as a critical ingredient of high-quality early education and care. The COVID-19 pandemic has threatened educator well-being by exacerbating existing stressors and introducing novel stressors to all aspects of early educators’ lives, and early educators have had differential access to resources to cope with these new circumstances. Using survey data collected between April and June 2020 with a sample of 666 early educators in community-based center, family child care, Head Start, and public school prekindergarten programs across Massachusetts, we document the pandemic's initial influence on educators’ sense of well-being. Adopting an ecological perspective, we consider educator-, program-, and community-level factors that may be associated with reported changes in well-being. Most educators indicated that their mental and financial well-being had been affected. These changes were not systematically associated with most contextual factors, although there was clear evidence of variability in reported impacts by provider type. These findings underscore the need to support educator well-being, as well as to create policy solutions that meet the heterogeneous needs of this essential workforce.

Keywords: Early education and care, Early educators, Early education and care workforce, Educator well-being, COVID-19 pandemic

Emily C. Hanno, Madelyn Gardner, Stephanie M. Jones, and Nonie K. Lesaux

2022

While a global understanding of teacher well-being during the COVID-19 pandemic is beginning to emerge, much remains to be understood about what early childhood teachers have felt and experienced with respect to their work and well-being. The present mixed-method study examined early care and education (ECE) teachers’ working conditions and physical, psychological, and professional well-being during the COVID-19 pandemic using a national sample of 1434 ECE teachers in the U.S. We also explored differences in working conditions and well-being among in-person, online, and closed schools, given the unique challenges and risks that ECE teachers may have faced by teaching in these different modalities. From the results of an online survey, we found that in the early months of the pandemic, many ECE teachers faced stressful, challenging work environments. Some were teaching in new, foreign modes and formats, and those still teaching in person faced new challenges. We found many common issues and challenges related to psychological and physical well-being across the three teaching groups from the qualitative analysis, but a more complicated picture emerged from the quantitative analysis. After controlling for education and center type, we found that aspects of professional commitment were lower among those teachers teaching in person. Additionally, there were racial differences across several of our measures of well-being for teachers whose centers were closed. Upon closer examination of these findings via a moderation analysis with teacher modality, we found that Black and Hispanic teachers had higher levels of psychological well-being for some of our indicators when their centers were closed, yet these benefits were not present for Black and Hispanic teachers teaching in person.

Keywords: COVID-19 impact; early care and education; early childhood teachers; well-being; job demands; teaching modality; racial disparity

Kyong-Ah Kwon, Timothy G. Ford, Jessica Tsotsoros, Ken Randall, Adrien Malek-Lasater and Sun Geun Kim

International Journal of Environmental Research and Public Health

2022

The InTrans project has identified five key actions that policy decision-makers, providers and leaders should undertake – in social dialogue with trade union organizations – to enhance the participation of children and families to Early Childhood Education and Care (ECEC) in times of crisis and beyond.

By interconnecting its educational, social and economic functions, ECEC can play a key supportive role in facing the crisis for all children and families, especially those who are at risk of social exclusion (Communication on Achieving the European Education Area by 2025, 2020; Council Recommendation on High Quality ECEC, 2019).

Removing structural barriers related to availability, accessibility and affordability of provision is certainly a first step to be undertaken in this direction. However, the evidence collected during the first and second waves of the COVID-19 pandemic revealed that implementing such measures do not suffice to ensure participation of societally disadvantaged groups to ECEC. Research shows that building relationships of trust with children and families is of uttermost importance to reduce the risk of withdrawal and ensure continuity of children’s attendance.

InTrans

2021

The goal of the research ‘Bulgaria grows with its children: Building professional competences for early childhood development’ (hereinafter referred to as ‘research on the early years workforce’ and ‘the research’) is to outline the main directions for improvement of the professionalization of the early years workforce on the basis of data – quantitative and qualitative – as well as to formulate recommendations for policy development in this area.

This summary shares the main results and recommendations derived from this research.

Dr. Natalia Mihaylova and included Dr. Ivanka Shalapatova, Elitsa Gerginova, Savelina Roussinova, and Dimitar Ivanchev

2021