1.6. Historical Trends that Influence Early Childhood Education
Holly Lanoue, M.Ed.
Some of the historical trends discussed in this chapter apply to early learning today: the field still believes in the importance of play (Plato), that early learning is the foundation for all education moving forward, and that children grow best in environments that are nurturing and supportive.
Looking back historically can also help us to predict what lies ahead. The remainder of this chapter will focus on trends of the past influencing the field today.
Educational Trends that Influenced Early Childhood Education
In the 2013 State of the Union address, President Barack Obama stated: In states that make it a priority to educate our youngest children….Studies show students grow up more likely to read and do math at grade level, graduate high school, hold job, and form more stable families of their own. So let’s do what works and make sure none of our children start the race of life already behind. (para. 39)
This public address started conversation about what the United States values in terms of early learning initiatives. It was the first time that early learning was specifically called out in a presidential address.
If you were searched the internet for trends in early learning, the results would be long and varied. You would find a range of opinions with an assortment of resources both inside and outside of the field of early learning. In addition, it is likely that you would see lists of initiatives that will shape the future of early learning, as well as trends that impact children directly and those that are in place to support families. Keeping that in mind, it becomes difficult to sort out how today’s decisions will impact tomorrow’s children. However, when looking at trends, two things become very clear: a unifying message that includes all children is essential and advocacy for this movement is critical.
One way that the United States has moved toward improving consistency in childcare is through a quality rating improvement system, also called QRIS. This state-by-state initiative addresses the priorities that former President Obama spoke about in his State of the Union address (2013). In Washington state, the QRIS system is referred to as Early Achievers. The National Center on Early Childhood Quality Assurance has a state-by-state map of QRIS state profiles (QRIS Resource Guide) where you can learn what each state is doing to improve childcare in their state and counties.
Power to the Profession: Professionalizing the Field
The NAEYC document Unifying Framework for the Early Childhood Education Profession (Power to the Profession Task Force, 2020) provides insight to the current realities in the field and the pathway to unification by taking steps to professionalize the field. The document sends a clear message about the need to align professional preparation for students, compensation for teachers working in classrooms, and making the clear distinction that advocating for “the good of our country’s children, families, educators, businesses, and economy” (as cited in LeMoine et al., 2023, p. 59). This is the message that so many in the field believe will lead to public investment in early learning.
The goal of the Power to the Profession initiative is clear: to establish unity and clarity around the career pathways, knowledge and competencies, qualifications, standards, accountability, supports, and compensation to define the early childhood profession across all states and settings. Much more about the initiative is in Chapter 11.
Responding to Societal Change
As society changes and as we learn more, the issues and trends discussed within the field of early childhood education also evolve. The concerns professionals have in the field historically have been reflective mirrors of those societal changes and these changes may have positive or negative impact. For example, in response to rapidly growing global awareness and the increase of culturally responsive and anti-bias curriculum, teachers are becoming more aware of how their classroom must reflect the communities in which they work. Certainly, the historical nod to play-based learning will become a focus again as there is less play among young children who are now exposed to technology at an early age. We have yet to see the impact of the 2020 global pandemic and the effect it will have on children and families as we move towards a nation that becomes healthy and safe again.
The most significant focus for the past few years has been the diverse communities in which we work and live and how those communities need to be supported. In 2019 NAEYC released the Advancing Equity in Early Childhood Education Position Statement that clearly communicates that all children have the right to equitable learning opportunities. Many people within the field agree that we must respond to this work. In 2019 DCYF in Washington studied how the early learning system can provide strategies to help all children and families thrive while eliminating inequalities in outcomes for children. In a recent statement published throughout the state, DCYF has reminded us of our vision:
Washington state is a place where each child starts life with a solid foundation for success based on strong families, culturally relevant early learning practices, services and supports that lead to racial equity and the well-being of all children and families. (d.-a, para. 1)
Reflection
What societal changes have occurred over the past 10 or 15 years that you feel have influenced the field of early childhood education?