Final Version May 5 07

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are inextricably linked to issues of quality. “How can we ensure positive early childhood
experiences for children when so many of those who provide these services are neither
respected nor remunerated for the value of their work” (Chud, 2001, p. 21).
For this reason, early childhood education is not considered to be well positioned
on the teaching continuum. To take a position as an early childhood educator is to be
located in a milieu fraught with issues of power. Those working with young children
typically have little power (Novinger, O’Brien, & Sweigman, 2003). Becoming an early
childhood educator is to accept inclusion in an occupation that has not realized its
potential. Ayers (1989) refers to early childhood education, as “a vague and amorphous
profession-in-formation” (p. 131) .The result is that the value of the work remains largely
unrecognized.
Historically, early childhood education finds its roots in a social welfare service.
The role was custodial, aligned with substitute mothering or babysitting. Rust (1993)
states “that early childhood education is not widely recognized as a distinct and wellarticulated
field of education. It is perceived as women's work, with concomitant low
status and low pay” (p. 104). While this may be viewed as an oppressed position, at the
same time it is less constrained, as official curriculum standards are largely non-existent
(Ayers, 1989). As a result, early childhood educators have many more choices available
to them than other teachers have. They can make choices for themselves and for children
in creating an environment in which there is room for action and interaction for both the
learner and the teacher.
Teachers will grow by making choices among teaching possibilities,
observing children’s responses, and reflecting through dialogue with
facilitative and knowledgeable colleagues. Choice is a crucial component