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impacted Rose’s attitude towards her work. She saw it has recognition that validated her
efforts as a curriculum developer: “It affects how you feel about your job.” Compared to
others in the field, Rose recognized that “we have it easy here.” Felicia described the
utter surprise, even shock that new employees have when they realize the extensive
amount of preparation time staff in her centre are given daily. She lets them know that in
this centre, “planning and preparation time will not be one of your challenges.”
Educational background.
In the participants’ reflections on image, they cited educational background as the
main reason for the elevated image the public has of school teachers in comparison to
early childhood educators. How did the educational background of the participants
impact their practice and self-image? In high school, Layla made the decision to attend a
two-year, early childhood education program at a community college. Mary chose a
similar route after high school, but took a combined diploma and degree from the local
university and college. It had been her intention to apply to a faculty of education. When
admission was denied, Mary chose early childhood education as an alternative.
As many of my students indicate, early childhood education is rarely the career
path they had envisioned. My experience with students suggests that becoming an early
childhood educator is like accepting a conciliation prize. Students have often told me that
they have no intention of teaching in “day care,” their goal is to become a primary school
teacher. While Rose attended university, it was also her intention to attain a teaching
certificate. When her application was not accepted, Rose decided to attend community
college and received a two-year diploma in early childhood education. Felicia’s route was
not so direct. She spent years after high school exploring various possible career choices.