Child Care Professionals - post

 Who are child care professionals and why does their work matter?

Child care professionals—including preschool teachers—provide intentional, developmentally informed pedagogy and caregiving during a developmental epoch characterized by rapid neurocognitive and socioemotional change. This article delineates core professional responsibilities, synthesizes the empirical evidence that supports early intervention, and identifies pragmatic pathways for continuing professional development and credentialing. For foundational coursework that supports pedagogical practice, see How Preschoolers Develop Buy Now $32.00 and Early Childhood Education Buy Now $99.00$91.00, both offered through ChildCareEd. You can also browse ChildCareEd's course catalog for professional development and CDA certification to find specialized modules and career pathways. For an overview of ChildCareEd's full online offerings for childcare professionals and parents, see ChildCareEd: Advancing Early Childhood Education Online.

How did preschool originate and evolve?

The roots of preschool can be traced back to the 19th century, when Jean-Jacques Rousseau, Friedrich Froebel, and Maria Montessori first explored theories on teaching and the developmental needs of very young children (Tietze 69). Rousseau placed emphasis on children learning by experience and the idea that each child learns at their own pace. Froebel was the originator of Kindergarten, and Maria Montessori developed the educational theory called The Montessori Method. For a practical guide to how a Montessori classroom is arranged to foster independence, hands-on exploration, and self-directed learning, see The Montessori Classroom: A World Designed for Discovery. The first kindergarten was opened in Watertown, Wisconsin in 1856 by Margarethe Schurz (“History of Preschool”). Preschools did not appear in the United States “until the early 1920s, when several universities, colleges, and research centers established them as experimental schools for training young children” (“History of Preschool”). In the 1930s, during the Great Depression, preschools were financed by the federal government to provide work for teachers (“History of Preschool”). The need for preschool was accelerated for several reasons, the first of which is the “recognition by psychologists, educators, and research centers of the fundamental importance of the preschool period of childhood” (Richey 338). The second reason that preschools became such a valuable station in the community was because of the changes in family dynamics. There was an increase in single-parent homes and also an increase in families where both parents worked. Because of the growing needs of families, two types of programs for children were developed:

(a) care-oriented, mostly full-time programs to satisfy the basic physical and socialization needs of working-class children in difficult family situations, and (b) part-time education-oriented programs to enrich and complement the experiences of children by planned learning activities for the middle classes in which education was regarded as an essential step toward securing their own social status (Tietze 69).  Creating Community

Today, many preschools not only offer part-time education programs but also offer full-time education programs so that single parents and families where both parents work can benefit from an educational program. Parents now use preschools or child-care centers for strictly educational or care purposes or a combination of the two. Parents seeking local options should also consult our guide on locating high-quality daycare in their area to compare services, hours, and licensing. See our practical guidance on state training and vouchers: How to Apply for an MSDE Training Voucher.

Are preschool teachers "real" teachers and what qualifications matter?

We know that preschool teachers educate, but does this prove that they are really teachers? To justify calling them teachers, we can consult definitions: The Oxford English Dictionary defines "teacher" as "One who or that which teaches or instructs..." while dictionaries of pedagogy emphasise regular, systematic instruction. Many preschool professionals also pursue formal credentials to demonstrate competency and consistency in curriculum and practice. For those pursuing credentialing pathways, see the ChildCareEd CDA Preschool Credential with Portfolio Review Buy Now $500.00$400.00 and our guide How to get a CDA for free.

1. To impart knowledge or skill to. 2. To provide knowledge of; instruct in. 3. To condition to a certain action or frame of mind. 4. To cause to learn by example or experience. 5. To advocate or preach. 6. To carry on instruction on a regular basis. –intr. To give instruction, esp. as an occupation (“Teach”).

What does a preschool teacher do day-to-day?

As a preschool teacher, I instruct, provide, and impart knowledge to the children in my class; my occupation is to give instruction. I prepare children for kindergarten by implementing a coherent curriculum, designing lesson plans, conducting assessments, documenting progress, and partnering with families through conferences and reports. A typical day integrates explicit instruction (circle time, story, and guided activities) with child-led exploration (blocks, art, sensory tables), physical development on the playground, and routines that teach self-care and social skills. These scaffolded, intentionally planned experiences support language, numeracy, executive function, and prosocial behaviour—the foundational competencies on which later schooling builds.

What is the evidence that preschool affects long-term outcomes?

Research shows the importance of preschool education on children’s future success. “Scientific findings indicate that learning and brain development are truly interdependent and that what happens early in development has lasting and important consequences” (Ramey 473). It is common knowledge that children begin learning as soon as they are born. They learn their mother’s face, her voice, and they learn that if they cry their needs are met, as Craig and Sharon Ramey state in their essay “Early Learning and School Readiness: Can Early Intervention Make a Difference”:

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During the first 24 months of life, children’s acquisition of language is highly associated with their mothers’ speech to them. By 2 years of age, children whose mothers speak to them frequently and responsively have vocabularies that are 8 times greater than those of children whose mothers speak less frequently (474). 

Although learning continues throughout life, experiences in the earliest years exert disproportionate influence on developmental trajectories. Lack of responsive caregiving and limited access to organized early learning opportunities are associated with reduced school readiness and elevated risk for later academic and social difficulties; conversely, enriched, relationship-based early experiences confer measurable protective effects. Structural disadvantage increases the probability of adverse outcomes, but individual variation and mitigating supports—such as high-quality preschool, sustained family engagement, and accessible community resources—produce many divergent trajectories, including upward mobility. These ideas are echoed in the essay “Early Learning and School Readiness: Can Early Intervention Make a Difference?”:

The scientific evidence affirms that children who do not have positive early transitions to school…are those most likely to become inattentive, disruptive, or withdrawn. Later, these same students are the most likely to drop out of school early; engage in irresponsible, dangerous, and illegal behaviors; become teen parents; and depend on welfare and numerous public assistance programs for survival (Ramey 473).

These children, during their most influential years, were never given the tools to succeed. They were not taught that drugs can kill, violence is unacceptable, and that through education you can rise above poverty. “By providing children in the pre-K years with a rich array of effective learning opportunities”, they stand a much better chance at acquiring academic success in the future (Ramey 473). The younger years of a child’s life are critical in defining who they will become when they are older. Education is the key; without it, there is no hope for a brighter future, and preschool is where it all begins. The things that a child learns in preschool are what will help them to have the confidence and the knowledge to succeed in their later schooling. A child’s preschool education is the most important education they will receive, and therefore preschool teachers are the most important teachers in a child’s life.

Summary: What should parents and policymakers understand?

In summary, preschool teachers deliver structured, developmentally appropriate learning that underpins later academic and social outcomes. Distinguishing professional early educators from informal caregiving clarifies expectations for curriculum, assessment, and ongoing professional development. For practitioners seeking next steps in career development, see guidance on entry pathways: How Do I Get Started Becoming an Early Childhood Teacher in Oklahoma?. Providers and program leaders in Wisconsin should consult our state guide to licensing and training requirements for current regulatory guidance: How to Become a Licensed Childcare Provider in Wisconsin. Educators working in New York City can review urban-specific strategies, policy considerations, and practical supports in our guide How Can Childcare Educators Thrive in the Big Apple?. Policymakers and parents should recognise the evidence base for early learning and support access to quality programs and credentialed teachers.