scholarly journals The Working Conditions Among Early Childhood Educators Who Have Worked in Both For-Profit and Non-Profit Childcare Centres

2017 ◽  
Vol 8 (3) ◽  
pp. 2633-2639
Author(s):  
Christine Romain-Tappin ◽  
Rachel Langford
Keyword(s):  
Early Childhood ◽  
Working Conditions ◽  
Early Childhood Educators ◽  
Non Profit ◽  
For Profit

scholarly journals The Experiences And Perceived Differences In Working Conditions Among Early Childhood Educators Who Have Worked In Both For-Profit And Non-Profit Childcare Centres In The Greater Toronto Area

2021 ◽  
Author(s):  
Christine Romain-Tappin
Keyword(s):  
Early Childhood ◽  
Working Conditions ◽  
Early Childhood Educators ◽  
Non Profit ◽  
For Profit ◽  
Greater Toronto Area ◽  
Working Environments ◽  
Education And Care ◽  
Material Conditions ◽  
Two Sectors

This study examined early childhood educators’ perceptions of the differences in working conditions between for-profit and non-profit childcare centres and childcare sectors, in the Greater Toronto Area. Four early childhood educators who have worked in both for-profit and non-profit childcare centres were interviewed. This project was guided by Moss’ theory of democratic political practice with the goals of illuminating why early childhood education and care (ECEC) should be a public system and how researchers can ensure that ECEs’ experiences and voices are highlighted especially in early childhood practices and policies affecting them. Two themes emerged from the interviews. The first theme reveals variation between the material conditions in the participants’ working environments across the two sectors; the second theme exposes non-material factors of working in each sector as an ECE. Interviewed ECEs reported that non-profit childcare centres provide higher quality working conditions than forprofit childcare centres.

scholarly journals The Experiences And Perceived Differences In Working Conditions Among Early Childhood Educators Who Have Worked In Both For-Profit And Non-Profit Childcare Centres In The Greater Toronto Area

2021 ◽  
Author(s):  
Christine Romain-Tappin
Keyword(s):  
Early Childhood ◽  
Working Conditions ◽  
Early Childhood Educators ◽  
Non Profit ◽  
For Profit ◽  
Greater Toronto Area ◽  
Working Environments ◽  
Education And Care ◽  
Material Conditions ◽  
Two Sectors

This study examined early childhood educators’ perceptions of the differences in working conditions between for-profit and non-profit childcare centres and childcare sectors, in the Greater Toronto Area. Four early childhood educators who have worked in both for-profit and non-profit childcare centres were interviewed. This project was guided by Moss’ theory of democratic political practice with the goals of illuminating why early childhood education and care (ECEC) should be a public system and how researchers can ensure that ECEs’ experiences and voices are highlighted especially in early childhood practices and policies affecting them. Two themes emerged from the interviews. The first theme reveals variation between the material conditions in the participants’ working environments across the two sectors; the second theme exposes non-material factors of working in each sector as an ECE. Interviewed ECEs reported that non-profit childcare centres provide higher quality working conditions than forprofit childcare centres.

scholarly journals A discourse analysis of the College of Early Childhood educators communications: how do they shape the professional identity of Ontario's registered early childhood educators?

2021 ◽  
Author(s):  
Chanequa Cameron
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
Critical Race Theory ◽  
Professional Identity ◽  
Feminist Theory ◽  
Working Conditions ◽  
Real Life ◽  
Early Childhood Educators ◽  
Critical Race ◽  
Race Theory

The College of Early Childhood Educators (CECE) regulates registered early childhood educators (RECEs) in Ontario, Canada. The CECE distributes numerous communications to RECEs, whereby the text (both implicitly and explicitly) works to situate ECEs within a particular professional identity. This research study applies discourse analysis to code and categorize text from 66 communications disseminated by the CECE to RECEs. I identify five key discourses as well as several discursive strategies used to reinforce the discourses that contribute to the construction of a professional identity for Ontario RECEs. This study also employs two theoretical frameworks, feminist theory and critical race theory (CRT), to examine “what is not being said” by the CECE about the realities of RECE working conditions. I offer a counter-discourse to provide a narrative account of how particular RECE working conditions and real life professional experiences collide with the five discourses, and create a professional crisis in a current patchwork system. Keywords: professional identity, discourses, constructionism, feminist theory, critical race theory (CRT)

scholarly journals How does the professional identity of teachers from India change when they work as early childhood educators in Ontario?

2021 ◽  
Author(s):  
Preeti Alwani
Keyword(s):  
Early Childhood ◽  
Professional Identity ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Childhood Educators ◽  
Daily Routines ◽  
For Profit ◽  
Downward Spiral ◽  
Entry Requirements ◽  
Former Teachers

Many Early Childhood Educators (ECE) in Toronto are foreign-educated teachers. They take up this profession because they cannot enter the teaching profession. Training as ECEs takes a shorter time, has lower entry requirements, and is more affordable. The case studies undertaken for this project are based on qualitative data collected by interviewing and observing two former teachers from India, now working as ECEs in a for-profit daycare. The data shows that because of low compensation rates, poorer working conditions, and lack of appreciation, community and respect, especially compared to what they received in India, these teachers report a downward spiral in their professional identity. Their daily routines and practices follow the norms in childcare centers, but they feel as though their employers and parents do not value them. As a result, these ECEs struggling to suppress their dominant teacher identity, think of themselves simply as ‘babysitters’ and do not value the work they do.

scholarly journals Peranan Aplikasi Sistem BOP PAUD yang Akuntabel untuk Guru PAUD Kota Semarang

2019 ◽  
Vol 2 (2) ◽  
pp. 114
Author(s):  
Zaky Machmuddah ◽  
Entot Suhartono
Keyword(s):  
High School ◽  
Early Childhood ◽  
Early Childhood Educators ◽  
Senior High School ◽  
Accountability Systems ◽  
Non Profit ◽  
Educational Backgrounds ◽  
Accountability System ◽  
Basic Competencies ◽  
The Government

Organisasi HIMPAUDI (himpunan pendidik dan tenaga kependidikan anak usia dini) beranggotakan guru PAUD berjumlah 1051 guru. Bergerak dibidang non profit oriented organization, berperan membantu pemerintah melayani pendidikan anak serta mencerdaskan kehidupan bangsa. Permasalahan yang dimiliki oleh anggota HIMPAUDI adalah minimnya kompetensi dalam penguasaan teknologi laporan pertanggungjawaban bantuan operasional penyelenggaraan PAUD (BOP PAUD) dan belum tersedianya aplikasi sistem yang membantu pembuatan laporan pertanggungjawaban BOP PAUD yang akuntabel dan transparan. Hal tersebut dibuktikan dengan data yang tersedia menyatakan bahwa 32,7% guru PAUD anggota HIMPAUDI berpendidikan terakhir SMA dan 95% guru PAUD anggota HIMPAUDI DPD Kota Semarang berlatar belakang pendidikan di luar bidang akuntansi dan keuangan. Sehingga diperlukan peningkatan kompetensi dasar dalam hal laporan pertanggungjawaban BOP PAUD bagi guru PAUD anggota HIMPAUDI DPD Kota Semarang yang dibantu dengan tersedianya aplikasi sistem pertanggungjawaban BOP PAUD untuk mempermudah pembuatan laporan pertanggungjawaban BOP PAUD yang akuntabel dan transparan.Luaran yang dihasilkan adalah meningkatnya kompetensi dan pengetahuan dalam penyusunan laporan pertanggungjawaban BOP PAUD sebesar 5% dari keseluruhan guru PAUD anggota HIMPAUDI DPD Kota Semarang dan penggunaan aplikasi sistem pertanggungjawaban BOP PAUD meningkat 5% sehingga laporan pertanggungjawaban BOP PAUD yang dananya dikucurkan oleh Pemerintah dapat disajikan sesuai dengan prinsip penggunaan DAK Non Fisik BOP PAUD yang akuntabel dan transparan. Kata kunci: aplikasi sistem, akuntabel, transparan, BOP PAUD.AbstractThe HIMPAUDI organization (association of early childhood educators and education staff) consists of 1051 ECD teachers. Moves in a non-profit oriented organization, whose role is to help the government serve children's education and educate the life of the nation. The problems that HIMPAUDI members have are the lack of competency in mastering the technology of operational assistance accountability reports for PAUD implementation (BOP PAUD) and the unavailability of system applications that help create accountable and transparent BOP PAUD accountability reports. This is evidenced by the available data stating that 32.7% of HIMPAUDI members of PAUD teachers were educated in senior high school and 95% of HIMPAUDI DPD PAD members in Semarang City had educational backgrounds outside of accounting and finance. So that it is necessary to increase basic competencies in terms of BOP PAUD accountability reports for PAUD teachers in Semarang City HIMPAUDI DPD members who are assisted by the availability of BOP PAUD accountability systems to facilitate the accountability and transparent accountability of BOP PAUD reports. BOP PAUD accountability report of 5% of all PAUD teachers in Semarang City HIMPAUDI member and application of BOP PAUD accountability system increased by 5% so that the BOP PAUD accountability report whose funds were disbursed by the Government can be presented in accordance with the principle of accountable and non-BOP PAUD DAK transparent. Kata kunci: system applications, accountable, transparent, BOP PAUD.

scholarly journals How does the professional identity of teachers from India change when they work as early childhood educators in Ontario?

2021 ◽  
Author(s):  
Preeti Alwani
Keyword(s):  
Early Childhood ◽  
Professional Identity ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Childhood Educators ◽  
Daily Routines ◽  
For Profit ◽  
Downward Spiral ◽  
Entry Requirements ◽  
Former Teachers

Many Early Childhood Educators (ECE) in Toronto are foreign-educated teachers. They take up this profession because they cannot enter the teaching profession. Training as ECEs takes a shorter time, has lower entry requirements, and is more affordable. The case studies undertaken for this project are based on qualitative data collected by interviewing and observing two former teachers from India, now working as ECEs in a for-profit daycare. The data shows that because of low compensation rates, poorer working conditions, and lack of appreciation, community and respect, especially compared to what they received in India, these teachers report a downward spiral in their professional identity. Their daily routines and practices follow the norms in childcare centers, but they feel as though their employers and parents do not value them. As a result, these ECEs struggling to suppress their dominant teacher identity, think of themselves simply as ‘babysitters’ and do not value the work they do.

“State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction

2020 ◽  
Author(s):  
Corey Peltier ◽  
Tiffany K Peltier ◽  
Taylor Werthen ◽  
Andy Heuer
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Mathematics Instruction ◽  
State Standards ◽  
Early Childhood Educators ◽  
Future Research ◽  
Exceptional Children ◽  
What Works ◽  
What Works Clearinghouse

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.

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