TEACHERS/ CAREGIVERS

WILLER, 1990
“Certainly the early childhood teacher “cares for” and the
caregiver “teaches” young children. Which teacher has
not tied shoelaces, wiped noses or dried tears? And
which caregiver has not helped children learn how to zip
a coat, assemble a puzzle or share the tricycle? Teaching
and caregiving functions seem not only inherent but also
integrally related in both roles to the point where a
distinction is impossible to make”
 QUALITIES OF
THE GOOD EARLY
CHILDHOOD
TEACHER
 TEACHER’S
DEVELOPMENTAL STAGES
STAGE 1: SURVIVAL
They are acquiring information about what children
are like and what can be expected of them.
The teacher’s main need is for:

- support
- encouragement and guidance
- provided on-site
STAGE 2: CONSOLIDATION
They begin to focus on specific tasks
 They move their attention more specifically to
problem children or to situations that deviate from the
general norm.
The teacher’s needs are:
-continued on-site training
STAGE 3: RENEWAL
They seek some new approaches and ideas as they tire
of the way they have been doing things
This can be met through:
 Meetings with colleagues
 Professional organizations and conferences
 Professional books and journals
 Visits to other programs
STAGE 4: MATURITY
They ask deeper and more abstract questions, looking
at the broader implications of their work
The teachers need:
- to read widely
 interact with others
 participate in seminars
 STAFFING IN EARLY
CHIDLHOOD PROGRAMS
Program 1: Half-day
preschool for 15 children
Owner-
Teacher

Assistant
Program 2: Not-for- Board of
Directors
profit child care center
for 160 children Parent Community
Director
Coordinator Director Professionals

Curriculum
Curriculum Secretary Custodian
Coordinator
Coordinator

Head
Cook
Teachers

Volunteers
Assistants
Subsitutes
Positions and their responsibilities
of STAFF MEMBERS
DIRECTOR
Performs a variety of tasks
Responsible for financial, personnel, policy and facility
decisions, provides community linkages, handles
licensing and regulations, ultimate decision maker in
the chain of responsibility
Often involves staff selection, training, monitoring
and evaluating
TEACHING STAFF
LEVEL 1: The early childhood teacher
assistant
LEVEL 2: The early childhood associate
teacher
LEVEL 3: The early childhood teacher
performs functions
LEVEL 4: The early childhood specialist
HEAD/MASTER TEACHER
Their responsibilities is to plan and implement the
daily program
This involves knowing each child and family well and
individualizing the program
Takes responsible for physical environment of the
classroom, setting up equipment
ASSISTANT TEACHER
Also called side, helper, auxiliary teacher, associate
teacher, small group leader
They work with the head teacher to provide high-
quality program for the children in class and their
families
SUPPORT STAFF
This may include person involved in food preparation,
maintenance and office management
BOARD OF DIRECTORS
Some type of policy-making, governing board holds
the ultimate responsibility for the program
They have a very powerful force, making all pertinent
decisions

COMMUNITY PROFESSIONAL
TRAINING AND REGULATION IN EARLY
CHILDHOOD EDUCATION
Training
 Academic Teacher Training
Programs
 Child Development Associate
Program
 The TEACH Program

Regulation and Licensing

Accreditation

Professionalism
PROFESSIONAL ORGANIZATIONS
National Association for
Association for Children
the Education od Young
Education International
Children (NAEYC)
(ACE)
 The largest early childhood A professional organization
organization Focuses on international and
 Powerful voice for the intercultural issues
children, families and
teachers
 Dedicated to improving
quality of early chidlhood
CURRENT ISSUES AND
DILEMMAS
An historical perspective
Teacher shortage
Low pay
Burnout
 KEY POINT:
Parents can be a
good source of
support for early
childhood teachers.