By Chris Miller, Early Childhood Professional, Denver
Buell Early Childhood Leadership Program: 2019 Action Research Project
Buell Early Childhood Leadership Program: 2019 Action Research Project
“It’s difficult to keep up with the demands of my classroom when I need to work a 2nd and 3rd job just to get by.” (Early Childhood Teacher, Denver) Sadly, this reality exists for many of Denver’s early childhood educators.
While 90 percent of brain development occurs in the first five years of life and an opportunity gap is evident before children even start kindergarten[i], we do not invest in these crucial early years at nearly the levels of the K-12th grade system.
Due to the lack of public funding, early childhood education is subsidized by the high costs families pay and the low wages of early childhood teachers.
Nobody questions the importance of teachers’ salaries and well-being for elementary, middle school and high school teachers.
So why are we ok with teachers of infants, toddlers and preschoolers, during the most critical time of brain development, earning wages far less than K-12 teachers[ii]?
Adding to that injustice, they are also frequently viewed as babysitters instead of the TEACHERS they are.
While 90 percent of brain development occurs in the first five years of life and an opportunity gap is evident before children even start kindergarten[i], we do not invest in these crucial early years at nearly the levels of the K-12th grade system.
Due to the lack of public funding, early childhood education is subsidized by the high costs families pay and the low wages of early childhood teachers.
Nobody questions the importance of teachers’ salaries and well-being for elementary, middle school and high school teachers.
So why are we ok with teachers of infants, toddlers and preschoolers, during the most critical time of brain development, earning wages far less than K-12 teachers[ii]?
Adding to that injustice, they are also frequently viewed as babysitters instead of the TEACHERS they are.
And yet, the low pay, long hours, time-consuming regulations, staffing shortages, and not being seen as educators all lead to feelings of not being valued.
Through interviews, focus groups and surveys, I heard from over 100 early childhood directors and teachers in Denver. While absolutely loving working with families and their children at such an important age, their feelings of being undervalued were stark.
In their own, powerful words:
“There is an ongoing issue of compensation. In many cases this is viewed as a slap in the face due to the amount of work, responsibility commitment and ongoing adult education required to maintain and improve quality standards.”
“We often miss our own children’s school events because we are continually short staffed.”
“There were numerous times where I have been seen as a mere “baby sitter” and with people not understanding that there is so much that goes on into providing a quality experience for children.”
“The idea that we are not educated professionals and are not deserving of the same benefits or salaries as elementary teachers [feels unsupportive].”
Even so, professionals expressed their LOVE of working with families and children at such an important age in their development.
Instead of sustaining themselves through their own love and commitment, we should sustain them through a much- deserved and long-delayed RAISE.
Learning does not begin at kindergarten. It begins at birth. Nobody disputes that kindergarten teachers should earn the same wage as high school teachers.
With the importance of the first five years of life, why are we ok with poverty wages for infant, toddler and preschool teachers?
I feel honored to have participated in the Buell Early Childhood Leadership Program. I learned immensely from my professors and cohort colleagues about leadership, collaboration, inclusiveness, systems of privilege and oppression and the importance of working together to build a close-knit and equitable community. To achieve our vision, none of this can stop just because our program year has concluded. We must continue to connect and collaborate with each other and within our communities so that all children have the opportunity to thrive.
[i] García, E. (2015, June 17). Inequalities at the Starting Gate: Cognitive and Noncognitive Skills Gaps between 2010–2011 Kindergarten Classmates. Retrieved June 19, 2019, from https://www.epi.org/publication/inequalities-at-the-starting-gate-cognitive-and-noncognitive-gaps-in-the-2010-2011-kindergarten-class/
[ii] U.S. Department of Education. (2016, June 14). Fact Sheet: Troubling Pay Gap for Early Childhood Teachers. Retrieved June 19, 2019, from https://www.ed.gov/news/press-releases/fact-sheet-troubling-pay-gap-early-childhood-teachers
Through interviews, focus groups and surveys, I heard from over 100 early childhood directors and teachers in Denver. While absolutely loving working with families and their children at such an important age, their feelings of being undervalued were stark.
In their own, powerful words:
“There is an ongoing issue of compensation. In many cases this is viewed as a slap in the face due to the amount of work, responsibility commitment and ongoing adult education required to maintain and improve quality standards.”
“We often miss our own children’s school events because we are continually short staffed.”
“There were numerous times where I have been seen as a mere “baby sitter” and with people not understanding that there is so much that goes on into providing a quality experience for children.”
“The idea that we are not educated professionals and are not deserving of the same benefits or salaries as elementary teachers [feels unsupportive].”
Even so, professionals expressed their LOVE of working with families and children at such an important age in their development.
Instead of sustaining themselves through their own love and commitment, we should sustain them through a much- deserved and long-delayed RAISE.
Learning does not begin at kindergarten. It begins at birth. Nobody disputes that kindergarten teachers should earn the same wage as high school teachers.
With the importance of the first five years of life, why are we ok with poverty wages for infant, toddler and preschool teachers?
I feel honored to have participated in the Buell Early Childhood Leadership Program. I learned immensely from my professors and cohort colleagues about leadership, collaboration, inclusiveness, systems of privilege and oppression and the importance of working together to build a close-knit and equitable community. To achieve our vision, none of this can stop just because our program year has concluded. We must continue to connect and collaborate with each other and within our communities so that all children have the opportunity to thrive.
[i] García, E. (2015, June 17). Inequalities at the Starting Gate: Cognitive and Noncognitive Skills Gaps between 2010–2011 Kindergarten Classmates. Retrieved June 19, 2019, from https://www.epi.org/publication/inequalities-at-the-starting-gate-cognitive-and-noncognitive-gaps-in-the-2010-2011-kindergarten-class/
[ii] U.S. Department of Education. (2016, June 14). Fact Sheet: Troubling Pay Gap for Early Childhood Teachers. Retrieved June 19, 2019, from https://www.ed.gov/news/press-releases/fact-sheet-troubling-pay-gap-early-childhood-teachers