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Eventually, she received a three-year diploma in early childhood education and is
currently enrolled at a university working towards a related degree with the intention of
continuing her studies at a Master’s level.
Felicia’s motivation to continue to study while staying in the field is reflective of
her desire to be an example for other early childhood educators who are considering an
advanced degree. Layla was the only participant without any university courses, yet this
did not seem to impact her ability to implement an emergent curriculum and her
satisfaction with her practice. Educational background did not seem to be a major factor
in this research. The ability to implement an emergent curriculum appears to be related to
in-service rather than pre-service training.
Career path.
Why did these four individuals become early childhood educators? Only Layla’s
career path appears to have been predetermined. Rose and Mary found the route to early
childhood education only after an alternative path was blocked. Felicia traveled different
paths before finding the direction that would lead her forward on her journey to becoming
an early childhood educator. When asked why they choose the field, they all spoke of
love for children and the desire to make a difference in the lives of children. Felicia
described early childhood education as a “phenomenal field – one can never really learn
everything.” It is this quest to learn that keeps Felicia fueled on her journey in spite of the
prevailing perception that others do not share her passion and enthusiasm for the field.
Even within a field that is maligned and devalued, Layla is committed to
remaining on the path of early childhood education. She describes herself as “twenty
years and still in the trenches.” Rose, Felicia, and Mary are also committed to continuing