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Institutional Learning Outcome—Civic Engagement – and NAEYC

Standard 6 - Professionalism

Christine Reece

Department of Education, Brandman University

ECED 401: The Early Childhood Educator as Decision Maker

Dr. Julianne Zvalo-Martyn

December 20, 2020

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Analysis of Knowledge

As an educator in the field of early childhood education, I am preparing the foundation

for young learners’ future academic success. Every child is specially created with different

backgrounds, strengths, and capabilities. Figuring out where they are developmentally is crucial,

so I can plan the most effective strategies to support their learning outcomes. It also takes

partnering with parents to work on goals, with colleagues, to collaborate on ideas, and with the

community, to have a support system for referrals and recommendations.

My knowledge of early childhood education has broadened my effectiveness as an

educator and public servant. I am providing a service to the community when I am teaching little

children. In fact, it exists to support all families, no matter their socioeconomic status, for the

sake of their young children’s growth and learning potential. Families in the community are all

unique. They are linguistically and culturally diverse, differing in styles, dynamics, values, and

needs.

There are important standards and competencies to attest to having knowledge and

understanding as an early childhood educator. The National Association for the Education of

Young Children (NAEYC) has a comprehensive document called Professional Standards and

Competencies for Early Childhood Educators (2019). It outlines six standards for teachers in the

early childhood profession. Over the course of my time at Brandman University, I have gained

understanding in Standard—Child Development and Learning in Context, and particularly, in

Key element 1b: Understanding and value each child as an individual with unique development

variations, experiences, strengths, interests, abilities, challenges, and approaches to learning, and

with the capacity to make choices (NAEYC, 2019, p. 12).

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A recent case study served to further my understanding and compassion for the multiple

influences that affect families who have children with identified disabilities or special needs.

They have a lot of obstacles to overcome when they search for appropriate services and

assistance for their children. After a long thorough interview with the parents of a 5-year-old

child with identified speech and behavior needs, I learned they experienced road blocks, and had

to personally advocate on their son’s behalf, using their own resources to secure services to help

identify his learning needs. There was a lot of heartache, misunderstanding, and pain along the

way. Finally, they found a school that welcomed their son and developed an IEP for him. While

we were talking, they mentioned how they needed to secure a tutor and was having a very hard

time. I offered to tutor for free each week. It was an amazing experience to work with him on

skills building. Providing this service, I know also lent support to his teacher, school, and the

larger community. Also giving the parents emotional support, with a listening ear and caring

heart was an overall positive experience. We still communicate to this day.

Civic Identity

In America, the care and wellbeing of its youngest citizens has been a societal concern of

many respected educators, theorists, psychologists, social reformers, and medical practitioners

for centuries. An exciting development of early childhood education came out of various

methodologies in the early 1800s. Unfortunately, a Connecticut physician named, Amariah

Brigham, wrote he believed “that overstimulating young children’s minds would cause later

insanity” (Winterer, 1992, p. 297). This affected infant school closures for a time. Later, around

1870, an idealist named, Elizabeth Palmer Peabody, influenced by Pestalozzi and Froebel, had

strong beliefs in children’s innately goodness, and that promotion of play should be encouraged

(Winterer, p. 301). Soon thereafter, different early learning schools opened to offer their styles
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and approaches to education. At the same time societal reform focused on helping young

disadvantaged children by enrolling them in these schools so they could get the assistance,

education, and support they needed.

Today, early childhood education is a multidisciplinary course of study, with a rigorous

system of learning, and requires both in-depth knowledge of child development, and fieldwork

training. In my education journey I have grown in competence to provide the highest quality

care, including setting up warm safe inclusive environments, and knowing how to adjust

teaching strategies to fit the needs and learning approaches of the children.

Each week for the last five years, I volunteered with an after-school team that went to a

local elementary school and provided a wholesome program. We brought snacks, crafts, creative

games, and partnered with the school on teaching character building such as good citizenship,

respect, kindness, and how to be a peacemaker. My early childhood education came in handy

when I worked with the first-grade group. I focused on each of their unique personalities, and

scaled the curriculum to fit their age and stage of development to achieve learning outcomes. As

a whole, we built deep relationships. The families thank us over and over for helping their

children learn these important life lessons and responsible behaviors. The principal, teachers, and

most recently, the district superintendent thanked us for providing this program because it makes

an impact and difference in the community.

My civic identity comes from a lot of different areas. My personality, lifestyle, beliefs,

education, background, and experiences to name a few. While working these last few months in

my practicum, I remember daily instilling proper character development in the preschoolers by

doing so, they shape and guide their choices. In the center we would say things like, “Keep your

hands to yourself. Be kind to your friend. Cover when you cough. Respect your friend’s space.”
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Knefelkamp (2008) describes the development of civic identity as “the work of helping students

become more intellectually complex expands their capacity to think and act as citizens”

(para.10). Teaching them how to cooperate and share materials, be honest and truth telling,

accept others differences, and self-regulate, is good groundwork for becoming upstanding

citizens in the community.

Professional Identity

It is my civic responsibility and calling as an early childhood educator and public

servant to protect the innocent, and speak for those too young to advocate for themselves;

however, it does not work well unless I’m informed. This is partly done through relationships. I

am a people person. I like people they give me energy. I am all about relationships and finding

ways to get to know someone.

I have been fortunate to build great civic identity being actively engaged as the early

childhood program director at my church. I have spent countless hours in the last 12 years in a

service-oriented capacity—thinking about ways I can help and support the families and children,

and how to build meaningful relationships. It’s important they feel comfortable in bringing their

children to our program. This is running an excellent vibrant program with strong beliefs that

teaches good moral character. One that puts safety as a priority and keeps a careful watch over

the welfare of the children. It also takes effort, time, good communication, and authenticity.

Often, I work closely with my colleagues and volunteer staff where we collaborate on family

events and inspiring community projects.

With all of this experience, I have grown exponentially as a professional in the field of

early childhood education. NAEYC Standard 6—Professionalism as an Early Childhood

Educator (NAEYC, 2019, p. 24) outlines 5 key elements early childhood educators should
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develop competencies in. I looked back at my professional growth plan I set a year ago in my

coursework in ECED 300 at Brandman University. One goal, in particular, is to develop moral

and ethical behavior. I stated, “Early childhood educators are committed to caring for the

wellbeing of children and have ethical responsibilities to children, families, colleagues and the

community” (Reece, 2019, p. 4). I recognize the professional growth I have in this area from all

my educational experience and practicum work with children and their families. It also takes

immense drive, determination, compassion, flexibility, professionalism, citizenship, and a ton of

reflection.

I am a public servant, first and foremost, deeply committed to child development and

what it means to teach young impressionable minds, to care for their safety and wellbeing, and to

watch out for any signs of endangerment. It is a big responsibility, and requires professionalism,

problem-solving skills, and being knowledgeable about societal issues that we face and how they

affect the families and children.

Lately, in my student teaching, we have been faced with the challenges of the COVID

pandemic that has affected everything. It translates in how we receive the children each morning

by first performing a health screening. When we wear masks and spend extra time being cautious

to use sanitizing measures. All day we teach healthy routines to the children and respect for

others by not passing our germs. I know my behavior and attitude shapes and impacts the

children. It’s valuable I model and demonstrate proper procedures. This supports the center’s due

diligence for the utmost safety of the children and doing their part for the respect of the whole

community. I know to be a team player. Being likeminded in these efforts brings harmony and

unity. Together, we are sending an important message to the families that the we are doing

everything not to harm, but protect their children’s health.

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This example shows my understanding and competency in key element 6b: Knowing

about and upholding ethical standards and other early childhood professional guidelines

(NAEYC, 2019, p. 24). It explains through my experiences, I learned to behave ethically and

professionally in my work. According to NAEYC’s Code of Ethical Conduct and Statement of

Commitment (2011), “P-1.1—Above all, we shall not harm children. We shall not participate in

practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous,

exploitative, or intimidating to children. This principle has precedence over all others in this

Code” (p. 3). This is something I keep in the back of mind all the time.

I enjoy my work immensely and get great joy and satisfaction. I plan to continue finding

ways to be a civic representative in the classroom, and larger community. Recently, I surprised a

new teacher with buying school supplies, and donating items from my campus to set up her T-K

classroom. She cried and thanked me. These kinds of experiences are extremely supportive and

encouraging to teachers like myself. Having a service-oriented and civic-minded heart is

beneficial to greater good.

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References

Knefelkamp, L. L. (2008). Civic identity: Locating self in community. Association of American

Colleges & Universities, 11(2).

https://www.aacu.org/diversitydemocracy/2008/spring/knefelkamp

National Association for the Education of Young Children. (2011). NAEYC code of ethical

conduct and statement of commitment. National Association for the Education of Young

Children. Ethics Position Statement2011_09202013update.pdf (naeyc.org)

National Association for the Education of Young Children. (2019). NAEYC professional

standards and competencies for early childhood educators. National Association for the

Education of Young Children. Professional Standards and Competencies for Early

Childhood Educators (naeyc.org)

Reece, C. M. (2019). Professional growth plan. [Unpublished assignment for ECED 300].

Brandman University.

Winterer, C. (1992). Avoiding a "hothouse system of education": Nineteenth-century early

childhood education from the infant schools to the kindergartens. History of Education

Quarterly, 32(3), 289-314.

https://drive.google.com/file/d/1darPViupk6Z5OexdZZtPBVCpwBtkebkn/view