6.1 Introduction

Early childhood education is an essential field that plays an important role in shaping young children’s lives. It provides a nurturing and stimulating environment for children to learn, grow, and develop essential skills. Within this field, a variety of job positions exist, each with unique responsibilities and contributions to the overall well-being of children.

This chapter will explore the various job positions and the roles and responsibilities of each position, highlighting the skills and qualifications required to excel in these roles. By understanding the career paths available within this field, individuals can make thoughtful decisions about their career path in early childhood education.

6.2 Job Positions in Early Childhood Education

Early childhood education offers a rewarding and fulfilling career path for those who enjoy working with young children. There are a variety of career options available, each with its unique responsibilities and opportunities for growth. The Wisconsin Department of Children and Families (DCF) 250 and 251 are Wisconsin statutes related to childcare licensing. While these statutes primarily outline licensing requirements and regulations, they indirectly reference various job positions within the childcare industry. The most common career paths in early childhood education are in Table 6a below.

These are just a few examples of job positions that might be relevant to DCF 250 and 251. The specific requirements and responsibilities for each position may vary depending on the size and type of childcare facility. With the right training and experience, individuals can find a fulfilling and rewarding career in this field (50% AI Gemini). While job titles help define roles, it is the day-to-day responsibilities and motivations of early childhood professionals that truly shape their impact. The following section explores the personal and professional attributes that educators bring to their work.

6.3 Roles and Responsibilities in Job Positions

Early childhood education draws in people with varied stories, backgrounds, and reasons for choosing this profession. There are educators who earn a degree in early childhood education with the goal of working at a childcare center or preschool. Parents choose to be at home with their children and start a family childcare to care for not only their own children, but also those from families who want a home setting for their child. Some are drawn to the field to foster the kind of childhood they experienced. Others recognize what was lacking in their own development and want to create better environments and experiences for children. Whatever the motivation, something drew them to this field. All share commitment to the important work of caring for young children. Versatility and adaptability are cornerstone qualities essential to meeting professional challenges successfully and with integrity. Early childhood educators play a crucial role in shaping young minds and laying the foundation for future learning. Their responsibilities extend beyond simply teaching; they foster growth, development, and a love for learning in their students. The most effective educators are attentive, flexible, and willing to continually learn and grow in their their knowledge of providing high quality care.

It’s Monday morning. Ann arrives at the center where she works and opens the door to her preschool classroom. She opens the shades to let in some natural light. She finds calming music to play in the background. She opens the sensory table and adds small rocks, sticks and scoopers to the sand the children have been exploring for the past two weeks. Ann continues moving around the room adding a few new books to the classroom library, along with a few puppets, and putting paint, paper, and a collection of tools out for children to explore. She hears children’s voices and goes to the door to greet them as they burst into the classroom, ready for the day.

Developing and Maintaining Relationships With Children

Building strong relationships with children is at the heart of an educator’s role. Each interaction—whether calming a child after a minor injury, offering a warm greeting at the door, or sharing in the wonder of a caterpillar on the windowsill—offers a meaningful opportunity to connect. These moments are often spontaneous, requiring educators to respond with empathy, care, and intention. By combining knowledge of child development with an appreciation for each child’s individuality, educators create a nurturing environment grounded in trust. Their confidence, responsiveness, and consistency shape the emotional climate of the classroom and support every child’s sense of belonging and well-being.

Managing Classrooms

Effective classroom management and child guidance is crucial for creating a safe, nurturing, and conducive learning environment for young children. This responsibility requires early educators to create a positive learning environment that promotes children’s social, emotional, language, physical, and cognitive development. The following are some key strategies for classroom management:

• Create a Safe Environment: The setting promotes learning and exploration and is inviting, organized, and sensory-rich.
• Clear Expectations: Daily routines provide structure where needed, and there are opportunities for independence and choice. Observations and active listening foster a sense of belonging and connection through positive communication.
• Effective Communication: Allows for the wants and needs of both adults and children to be met. Body language, tone, facial expressions, and verbal and nonverbal communication set the tone for teaching and learning.
• Prioritize Relationships: Get to know each child and their unique needs and interests. There is a strong partnership between teacher and family.

Planning and Evaluating Curriculum

Effective curriculum planning and evaluation in early childhood education is essential for providing high-quality learning experiences for young children. Curriculum refers to the planned framework of goals, content, learning experiences, and teaching strategies used to support children’s development across all domains. The educator continually observes and evaluates what is happening in the classroom by noting how and where children played, the quality of their interactions, and ideas for what to plan next based on children’s interests and developmental needs. It gives meaning and support to their learning. Observations are shared with other staff and often used to build emergent curriculum.

Emergent curriculum is a child-centered approach to curriculum planning where educators develop activities and projects based on the children’s interests, skills, needs, and the unique context of their learning environment. Instead of following a predetermined curriculum, emergent curriculum is responsive and flexible, evolving from the children’s natural curiosity, questions, interactions, and play. Educators act as observers, facilitators, and co-learners, carefully listening to and documenting the children’s explorations to identify emerging themes and interests that can then be further investigated through various activities and projects.

Respecting and incorporating families’ cultural beliefs, goals, and perspectives are also a key part of curriculum planning. When educators consider and include families’ wishes for their children’s care and education, the curriculum becomes more meaningful and inclusive. This collaborative approach strengthens the connection between home and school and reinforces children’s sense of identity and belonging.

You will explore curriculum planning and evaluation in greater depth in Chapter 7, where strategies and tools for developing responsive, developmentally appropriate learning experiences are discussed further.

Keeping Records

Recordkeeping is a vital aspect of any early childhood education program. Records provide documentation of children’s growth, development, and learning experiences, allowing for effective communication with families, informing curriculum planning, and ensuring compliance with regulatory requirements. The type and variety of records vary based on the program. There are several factors that drive recordkeeping. These factors are as follows:

• Philosophy of the School: Records guide planning and may be shared with families.
• Educator Training Process: Documentation is required for continuing education as supporting evidence of their competency as educators.
• Accreditation Process. This could include documentation of educator effectiveness, usage of space, parent involvement, philosophy of the school and curriculum, and management of the center or school.
• Commitment to Developmentally Appropriate Practice: Anecdotal records, developmental checklists, and portfolios provide insight and information to meet the developmental and individual needs of the children.
• Family Communication: Observations are recorded or noted and shared with families.
• Developing Curriculum: Data collected from classroom observations are used in the emergent curriculum planning process.

Attending Meetings

Communicating with colleagues and families is part of the early childhood educator’s responsibilities. Meetings could include staff meetings, family-educator conferences, family education meetings, professional meetings, or home visits.

Communicating With Families

Talking to a parent at the beginning or end of the day, sending an email, or calling a parent to share information is a regular part of the early educators day. Correspondence may have a specific action needed, such as a phone call to inform that a child is sick and needs to be picked up, or a quick celebration email to share the excitement of a developmental milestone being met.

Effective communication also involves listening and learning from families. Each family brings its own unique culture, values, and beliefs about child-rearing and education. Early childhood educators should strive to understand and respect these perspectives, incorporating them into the child’s care and learning experience whenever possible. This helps build trust, strengthens the connection between the program and the home, and ensures that families feel seen, valued, and supported as partners in their child’s development.

The roles and responsibilities of early childhood educators are diverse, dynamic, and deeply rooted in the goal of nurturing the whole child. Whether building relationships, managing classrooms, planning responsive curriculum, maintaining records, or partnering with families, educators wear many hats—all in service of supporting each child’s growth, development, and sense of belonging. These responsibilities require intentionality, reflection, and a commitment to ongoing learning. By understanding and embracing the many facets of their role, early childhood professionals lay the foundation for meaningful learning experiences that extend far beyond the classroom.

6.4 Professional Behaviors

Alongside their daily responsibilities, early childhood educators are expected to demonstrate professional behaviors and uphold high standards. These behaviors reflect the field’s values and support strong outcomes for children and families. Infant, toddler, preschool, and school-aged early educators play an important role in the lives of children and their families that they encounter. These interactions leave lasting impressions. Children’s development takes place over time, and each experience affects the course of who they become. Development is strengthened when children engage in meaningful interactions with adults who are committed to high-quality professional principles.

As an individual working with children and families, many activities require educators to maintain high-quality professional standards. Below are some of the experiences educators participate in during daily professional life:

• Interacting with children and youth
• Engaging with family members
• Interacting with supervisors and managers
• Collaborating with fellow staff members
• Interacting with community partners

Establishing and maintaining high-quality professional standards are important to every responsibility each day. The process evolves as new situations are encountered.

Early childhood educators possess a unique blend of personal and professional qualities that contribute to their effectiveness. These attributes enable them to create supportive, nurturing, and stimulating learning environments for young children.

Key Attributes:

• Respect for Children: Recognizing and valuing each child as an individual and respecting their unique personalities, interests, and learning styles.

• Positive Relationships: Building strong and positive relationships with children, families, colleagues, and community members.

• Effective Communication: Communicating clearly and effectively with children, families, and colleagues using age-appropriate language and active listening skills (e.g. eye contact, nodding, paraphrasing) .

• Attitudes and Biases: Understanding and appreciating the diversity of children and families’ backgrounds and cultures, which creates an inclusive and equitable learning environment.

• Continuous Learning: Engaging in ongoing professional development to improve knowledge and skills and staying up-to-date with best practices in early childhood education.

• Ethical Conduct: Adhering to ethical standards and codes of conduct, maintaining confidentiality, and acting with integrity.

• Safety and Well-being: Prioritizing children’s safety and well-being and creating a secure and healthy learning environment.

• Flexibility and Adaptability: Being open to new ideas and approaches, adapting to changing circumstances, and responding to children’s individual needs.

• Creativity and Imagination: Using creativity and imagination to develop engaging and stimulating learning experiences.

• Patience and Understanding: Showing patience and understanding when working with young children, recognizing their developmental stages and providing appropriate support.

• Enthusiasm and Passion: Having a genuine love for children and early childhood education, exhibiting enthusiasm and passion for their work.

• Organization and Time Management: Effectively planning and organizing activities, managing time efficiently, and prioritizing tasks.

• Cultural Competence: Possessing knowledge and skills to interact effectively with people from different cultural backgrounds.

• Problem-Solving: Being able to identify and solve problems creatively and effectively.

• Strong Work Ethic: Demonstrating a strong work ethic, being reliable, and taking initiative.

• Self-Awareness: Continuous reflection of attitudes, habits, and actions to evaluate strengths and limitations.

These personal and professional attributes are essential for early childhood educators to create high-quality learning experiences that support children’s growth, development, and lifelong learning (75% AI Generated- Gemini).

A Developmental Perspective

Developing professionalism is a vital part of being an effective early childhood educator. As educators build their professional identity, they strengthen their ability to advocate for children and families, collaborate with others, and uphold the standards of high-quality early care and education. Fostering professionalism ensures that educators approach their work with intention, integrity, and a deep respect for the children in their care. Dr. Lilian Katz identifies four developmental stages of professionalism in Table 6b. As you review each of these stages, consider where you might be your own professionalism journey.

Burnout in Early Childhood Education

Burnout is a significant issue in early childhood education, with numerous studies highlighting the high rates of stress and exhaustion experienced by educators in this field. This phenomenon can have detrimental effects on both educators’ well-being and the quality of care provided to children.

Causes of Burnout

• High Workload: Early childhood educators often face heavy workloads, including lesson planning, classroom management, administrative tasks, and parent communication.
• Long Hours: Many childcare providers open early and stay open late for working parents.
• Lack of Support: Inadequate support from administrators, colleagues, or families can contribute to feelings of isolation and stress.
• Low Pay: Low salaries and limited opportunities for advancement can lead to job dissatisfaction and burnout.
• High Expectations: Increasing emphasis on standardized testing and accountability can create unrealistic expectations and pressure on early childhood educators.
• Emotional Demands: Working with young children can be emotionally demanding, as educators must often deal with challenging behaviors, family crises, and other stressors.

Impact of Burnout

• Decreased Job Satisfaction: Burnout can result in feeling unfulfilled at work and a diminished sense of purpose or enthusiasm.
• Increased Absenteeism and Turnover: Educators who are experiencing burnout may be more likely to take sick leave or leave the profession altogether.
• Negative Impact on Children: Burnout can make it challenging to provide high-quality care and support to children.
• Increased Stress and Health Problems: Burnout can contribute to increased stress, anxiety, depression, and other health problems.

Addressing Burnout

• Support and Professional Development: Providing educators with adequate support, professional development opportunities, and opportunities for collaboration.
• Workload Management: Implementing strategies to help manage workload and reduce stress.
• Improved Compensation and Benefits: Increasing salaries and providing competitive benefits can help to improve job satisfaction.
• Positive Work Culture: Creating a positive and supportive work culture can help to foster a sense of community and belonging.
• Self-Care: Encouraging engaging in activities that promote well-being (e.g. physical activity, mindfulness, hobbies, etc.).
• Work-life balance: Promoting realistic schedules, flexible work arrangements, and respect for personal time.

Signs of burnout include exhaustion, anxiety and depression, feelings of isolation, not able to cope with the demands or pressures of the job, and lack of joy. By addressing the underlying causes of burnout and providing support and resources, we can help to create a more sustainable and fulfilling profession for early childhood educators (40% AI Generated- Gemini). Professional behaviors are deeply connected to ethical practice. Educators make daily decisions that require thoughtful reflection and a strong ethical foundation. The next section focuses on the ethical responsibilities that guide this work.

Reflect

1. What are the most important professional attributes that today’s early childhood professional should possess? What are the most important personal attributes?
2. What are the signs of Teacher Burnout? What are some steps you can take to prevent yourself from burnout?

6.5 Ethical Responsibilities

“Your beliefs become your thoughts. Your thoughts become your words. Your words become your actions. Your actions become your habits. Your habits become your values. Your values become your destiny.” — Mahatma Gandhi (1869–1948), Indian political and spiritual leader

Moral guidelines by which we govern our behavior are known as ethics. A code of ethics provides a collaborative base of wisdom and advice gathered to help professionals navigate common issues. Ethics is at the heart of everything educators do. Most decisions require an aspect of ethical decision-making such as planning curriculum, communicating with families, or planning a daily schedule. Ethical behaviors and actions reflect what educators bring to your work with young children and their families in the form of morals and values.

Key Elements of the NAEYC Professional Standards and Competencies for Early Childhood Educators

The National Association for the Education of Young Children (NAEYC) has developed a comprehensive set of professional standards and competencies for early childhood educators. These standards outline the knowledge, skills, and dispositions that educators need to provide high-quality care and education for young children. They are the commitments all early childhood educators should hold true. It protects educators and administrators from having to navigate difficult ethical decisions in the moment with the possibility of personal bias. It supports decision-making and actions. There are four sections in the NAEYC Code of Ethical Conduct:

1.   Ethical responsibilities to children
2.   Ethical responsibilities to families
3.   Ethical responsibilities to colleagues
4.   Ethical responsibilities to community and society

Table 6c identifies some key elements of the NAEYC professional standards and competencies PDF:

By adhering to these standards and competencies, early childhood educators can ensure that they are providing the best possible care and education for young children.

Reflect

1. Why are professional standards for teaching preparation AND the NAEYC Code of Ethical Conduct important for the field of Early Childhood Education?
2. What are some ways to practice being an ethical staff member?
3. What are some practices to keep in mind when it comes to setting limits and professional boundaries between families and direct-caregivers?

6.6 Advocacy

Just as ethics guide decisions in the classroom, advocacy empowers educators to extend their impact beyond the program walls. Advocacy plays a critical role in shaping policies and practices that support children, families, and the profession. Advocacy in early childhood education is the act of supporting, speaking up for, or taking action on behalf of a cause, policy, group, or individual to bring about change or raise awareness. In early childhood education, advocacy often involves promoting the well-being, rights, and needs of young children, families, and educators—whether by influencing policy, securing resources, or educating others about the importance of high-quality early care and education. It is a crucial component in ensuring that young children have access to high-quality learning experiences that support their development and future success. By advocating for policies, programs, and resources that prioritize early childhood education, individuals and organizations can make a significant difference in the lives of children and families.

Importance of Advocacy

Advocating for early childhood education is essential to ensure that all children have access to high-quality experiences that support their development and long-term success. Key reasons for advocacy include:

• Brain Development: The early years of a child’s life are critical for brain development. Quality early childhood education can help children build strong cognitive, social, and emotional foundations.
• Educational Equity: Access to early childhood education can help close the achievement gap and provide all children with equal opportunities to succeed.
• Economic Benefits: Investing in early childhood education has long-term economic benefits, as it can lead to increased workforce participation, reduced crime rates, and improved overall well-being.

Key Areas of Advocacy

Effective advocacy in early childhood education focuses on several critical areas that directly impact the quality and accessibility of programs for young children and their families. These key areas include:

• Funding: Advocating for increased funding for early childhood education programs is essential to ensure that all children have access to high-quality care.
• Quality Standards: Promoting the development and implementation of rigorous quality standards can help ensure that early childhood programs are meeting the needs of children and families.
• Professional Development: Supporting ongoing professional development for early childhood educators is crucial to enhancing their skills and knowledge.
• Family Engagement: Advocating for policies and practices that promote family engagement can help create a supportive environment for children’s learning.
• Access and Equity: Ensuring that all children, regardless of their background or socioeconomic status, have access to high-quality early childhood education is a key priority.

Becoming an Advocate

Taking an active role in advocacy begins with a commitment to staying informed, building meaningful connections, and using your voice to drive positive change in early childhood education. Key steps include:

• Stay Informed: Keep up-to-date on current research, policies, and trends in early childhood education.
• Build Relationships: Connect with other advocates, policymakers, and community leaders.
• Tell Your Story: Share personal stories about the impact of early childhood education on children and families.
• Advocate for Change: Contact your elected officials, participate in community events, vote, and support organizations working to improve early childhood education (100% AI Generated- Gemini).

By advocating for early childhood education, professionals contribute to creating a brighter future for children and their families. Collectively, society can work toward ensuring that all children have the opportunity to reach their full potential. Early childhood educators hold a powerful role in shaping the lives of young children and supporting their families. They possess a deep understanding of the challenges many families face, the daily struggles that impact children’s success, and the ways in which policy decisions can either support or hinder progress. As experts in the field, their insights, experiences, and ideas are essential to driving meaningful change.

6.7 Professional Competencies

Advocacy and ethical practice are both supported by a strong framework of professional competencies. Wisconsin’s commitment to professionalism in the early childhood field is reflected in the Wisconsin Core Competencies for Professionals Working with Young Children & Their Families PDF. This comprehensive framework outlines the essential areas of expertise needed to support the holistic development of young children. The “Professionalism” section of the framework highlights key expectations related to ethical practice, reflective teaching, advocacy, collaboration, and lifelong learning. These competencies are grounded in research and informed by the standards and recommended practices of respected national professional organizations. Together, they promote a shared understanding of what it means to be a professional in early childhood education and help guide educators toward excellence in their field.

Reflect

1. What are some ways you can be an advocate for children and families?
2. Connect something you read in the chapter to your own experiences working with children and families.

6.8 Conclusion

Professional behaviors are essential for early childhood educators to create a positive and effective learning environment. These behaviors reflect the educator’s commitment to ethical standards, respect for children and families, and continuous professional development. By demonstrating these professional behaviors, educators can create a nurturing and supportive environment that promotes children’s growth and development.

Reflect

1. Which competency area feels the most familiar to you, and why?
2. What is one new idea or responsibility you noticed that early child educators are expected to know or do?
3. How do you think these competencies can help guide you as you work with young children and families?

Learning Activities

6.9 References

Google AI. Gemini. (October 2024 version). [Large language model]. https://gemini.google.com/

Gordon, A. M., & Browne, K. W. (2023). Beginnings & beyond: Foundations in early childhood education (11th ed.). Cengage Learning.

Marino, T., Rosengarden, M., Gunyon, S., & Noland, T. (2022). Advocacy. Leadership in early care and education. https://pressbooks.nscc.ca/eceleadership/chapter/advocacy-embracing-the-work-you-are-already-doing-and-taking-it-further/

National Association for the Education of Young Children. (2011). NAEYC Code of Ethical Conduct and Statement of Commitment [PDF]. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf

Professionalism. (2023). Virtual lab school. https://www.virtuallabschool.org/tcs/professionalism

Ramminger, A. (Ed.). (2014). Wisconsin core competencies: For professionals working with young children. Wisconsin Registry. https://wiregistry.org/wp-content/uploads/wi_ec_core_competencies_2014.pdf

Wisconsin Department of Children and Families. (2023). Wisconsin Administrative Code: DCF 251 [PDF]. https://dcf.wisconsin.gov/. https://dcf.wisconsin.gov/files/publications/pdf/205.pdf

Images:

Figure 6a: Aitubo. (2025). Flux (v1.0). [Artificial intelligence system]. https://aitubo.ai/

Figure 6b: OpenAI. (2025). ChatGPT. (April 28 version) [Large language model]. https://chatgpt.com/

Figure 6c: “woman-8064226_1280” by mooremeditation, via Pixabay is licensed under CC0

Figure 6d:  Image modified from National Association for the Education of Young Children. (2011). NAEYC Code of Ethical Conduct and Statement of Commitment. National Association for Family Child Care. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf

Figrue 6e: OpenAI. (2025). ChatGPT. (April 28 version) [Large language model]. https://chatgpt.com/