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teacher-centred practice. Teacher-centred is not teacher dominated, directed, and dictated.
“It does not mean straight rows and worksheets. It does mean that teachers are and will
be held more accountable for children’s learning” (p. 3). The teacher’s future role will be
defined by Vygotsky’s “social/cultural” theories (p. 1).
This shift in role definition places early childhood educators in positions of shared
power. To reach this position, early childhood educators must move toward self-direction
while in a period of flux considering that the field is not a fully articulated profession, but
rather a patchwork of disparate bits and pieces (Ayers, 1989). This is the context in which
my research takes place. According to Lawrence-Lightfoot and Davis (1997) context is
the framework, the reference point, the map or ecological sphere that illustrates the
physical, geographic, temporal, historic, cultural and aesthetic setting.
Studies have shown that contextual pressures can affect the confidence, selfesteem,
and status of early childhood educators (Bennett, 1992; David, 1993). A study
conducted by Blenkin and Hutchin (1998) included many statements from child care staff
reflecting feelings of being “threatened, frightened for the future and under-valued” (p.
74). Laments of the practitioners signify the invidious position of early childhood
educators; while their role is now being considered vital in the lifelong learning process,
they remain underpaid and undervalued. A survey of the relevant literature that frames
the professional landscape of the early childhood educator from a contextual perspective
follows and naturally precedes a review of classroom practices, curriculum choices and
self-image found in Chapter Three.