Unlikely Additions
One Institute of Higher Education plus Two Early Childhood Education and Care Centers equals Investment in Female Adult Learners
DOI:
https://doi.org/10.5195/jcycw.2022.451Keywords:
early childhood education and care, professionalism, community of learners, advocacyAbstract
Early childcare professionals represent a cross-section of two underrepresented groups in higher education: childcare educators, and adult female learners. According to the United States Bureau of Labor and Statistics, the childcare workforce in 2020 was predominantly female and lacking post high-school education (https://www.bls.gov/ooh/personal-care-and-service/childcare-workers.htm ). Early childcare professionals often receive minimal training and compensation (Harwood & Tukonic, 2016). Participants in a university credentialing program for non-traditional students participated in a focus group as part of a program evaluation. The data was collected and analyzed. Themes were identified, including anticipated themes such as concerns about cost of college credits, and successfully completing coursework while simultaneously managing personal and work challenges. However, themes of professionalism, and the significance of belonging to a community of learners were not anticipated. The focus group provided rich discussion, and the analysis offers thoughts on advocacy for and with the early childhood education and care workforce.
References
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Arndt, S., Smith, K., Urban, M., Ellegaard, T., Blue Swadener, B., & Murray, C. (2021).
Reconceptualising and (re)forming early childhood professional identities: Ongoing
transnational policy discussions. Policy Futures in Education, 19(4), 406–423.
https://doi.org/10.1177/1478210320976015
Bandura, A. (2006). Adolescent development from an agentic perspective. In Pajares, F., & Urdan, T., Self-efficacy Beliefs of Adolescents (pp. 1-43). Greenwich, CT: Information Age Publishing.
Bauer, D., & Mott, D. (1990). Life themes and motivations of reentry students. Journal of
Counseling and Development, 68, 555-560. http://dx.doi.org/10.1002/j.1556-6676.1990.tb01410.x
Bekker, M., Croon, M., & Bessers, B. (2005). Childcare involvement, job characteristics, gender
and work: Attitudes as predictors of emotional exhaustion and sickness absence. Work &
Stress, 19 (3), 221-237. doi: 10.1080/02678370500286095
Campbell-Barr, V., Georgeson, J., & Varga, A. N. (2015). Developing Professional Early
Childhood Educators in England and Hungary: Where Has All the Love Gone? European
Education, 47(4), 311–330. doi: 10.1080/10564934.2015.1100451
Colaizzi, P.F. (1978). Psychological research as the phenomenologist views it. In Ronald S.
Valle & Mark King (eds.), Existential-Phenomenological Alternatives for Psychology.
Oxford University Press.
Cumming, T., Wong, S., & Logan, H. (2021). Early childhood educators’ well-being, work
environments and ‘quality’: Possibilities for changing policy and practice. Australasian
Journal of Early Childhood, 46(1), 50–65. https://doi.org/10.1177/1836939120979064
Cumming, T., Logan, H. & Wong, S. (2020). A critique of the discursive landscape:
Challenging the invisibility of early childhood educators’ well-being. Contemporary
Issues in Early Childhood Vol. 21(2) 96–110 DOI: 10.1177/1463949120928430
Dalton, M. (2021). ‘Subsidized by the low wages of teachers,’ Ga. childcare staffing shortage
worsened by pandemic. WABE Where ATL meets NPR.
https://www.wabe.org/subsidized-by-the-low-wages-of-teachers-ga-childcare-staffing-shortage-worsened-by-pandemic/
Diamond, A., & Whitington, V. (2015). Studying early brain development: Educators’ reports
about their learning and its applications to early childhood policies and
practices. Australasian Journal of Early Childhood, 40(3), 11–19. https://doi- org.reddog.rmu.edu/10.1177/183693911504000303
Dörfler, V., & Stierand, M. (2020). Bracketing: A phenomenological theory applied through
transpersonal reflexivity. Journal of Organizational Change Management,
(ahead-of-print) https://doi.org/10.1108/JOCM-12-2019-0393
Dzakiria, H. (2013). Female leaner tenacity in open distance learning success: Life history of
Sharan, Fuziah and Aleena as open distance learners. International Women Online
Journal of Distance Education, 2 (4): 24-40.
http://dergipark.ulakbim.gov.tr/intwojde/article/view/5000135177
Farewell, C.V., Quinlan, J., Melnick, E., Powers, J. & Puma, J. (2021). Job demands and resources experienced by the early ehildhood education workforce serving high-
need populations. Early Childhood Education Journal doi: 10.1177/1463949120931986
Foley, T.P. & Doliveira, S,N. (2021). For this ‘infrastructure week,’ let’s think beyond concrete
and toward child care. The Philadelphia Inquirer, July 21, 2021.
https://www.inquirer.com/opinion/commentary/infrastructure-bill-biden-plan-child-care-
20210721.html
Gavora, P. (2010). Slovak pre-service teacher self-efficacy: Theoretical and research
considerations. The New Educational Review, 21, 17–30.
Gilmore, J. H., Knickmeyer, R. C., & Gao, W. (2018). Imaging structural and functional brain
development in early childhood. Nature Reviews.Neuroscience, 19(3), 123-137.
doi:http://dx.doi.org.reddog.rmu.edu/10.1038/nrn.2018.1
Gregory, K. (2019). Lessons of a Failed Study: Lone Research, Media Analysis, and the
Limitations of Bracketing. International Journal of Qualitative Methods.
https://doi.org/10.1177/1609406919842450
Hall-Kenyon, K. M., Bullough, R. V., MacKay, K. L., Marshall, E. E. (2014). Preschool teacher
well-being: A review of the literature. Early Childhood Education Journal, 42(3), 153–
162. https://doi.org/10.1007/s10643-013-0595-4
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and
Teaching: History and Practice, 6(2), 151–182. doi:10.1080/713698714
Hylton, N. & Vu, J. (2019). Creating a work environment that supports staff retention. Young
Children, 74 (4), 34-38.
Kamenetz, A. & Nadworny, E. (2020, November 10). What a Biden Presidency could mean for
Education. NPR. Retrieved from www.npr.org/2020/11/10/933423976/what-a-biden-
presidency-could-mean-for-education
Khurshid, A. (2017). Does education empower women? The regulated empowerment of Parhi
Likhi women in Pakistan. Anthropology & Education Quarterly, 8 (3), 252-268. doi:
10.1111/aeq.12198
Kilgallon, P., Maloney, C., & Lock, G. (2008). Early childhood teachers’ sustainment in the
classroom. Australian Journal of Teacher Education, 33(2), 41–54. https://doi-org.reddog.rmu.edu/10.14221/ajte.2008v33n2.3
Knowles, M. S. 1975. Adult education: New dimensions. Educational Leadership. 33: 85-88
Le Vasseur, J. J. (2003). The problem of bracketing in phenomenology. Qualitative Health
Research, 13, 408–420. doi:10.1177/1049732302250337
Lin, X. (2016). Barriers and challenges of female adult students enrolled in higher education: A
literature review. Higher Education Studies, 6 (2): 119-126.
http://www.ccsenet.org/journal/index.php/hes/article/view/58355
Linskey, A. & Viser, M. (2020, July 21). Biden unveils $775 billion plan for universal preschool,
childcare and eldercare. The Washington Post. Retrieved from
https://www.washingtonpost.com/politics/biden-to-unveil-775-billion-plan-for-universal-preschool-child-care-and-elder-care/2020/07/20/e273dabc-cae7-11ea-91f1-28aca4d833a0_story.html
Lipscomb, S.T., Chandler, K.D., Abshire, C. et al. Early Childhood Teachers’ Self-efficacy and
Professional Support Predict Work Engagement. Early Childhood Educ J (2021).
https://doi-org.reddog.rmu.edu/10.1007/s10643-021-01182-5
Loh, I.H., Oddo, V.M., Otten, J. (2021). Food insecurity is associated with depression among a
vulnerable workforce: Early care and education workers. International Journal of
Environmental Research and Public Health, 18(1), 170. http://dx.doi.org.reddog.rmu.edu/10.3390/ijerph18010170
Lundkvist M, Nyby J, Autto J, et al. (2017) From universalism to selectivity? The background,
discourses and ideas of recent early childhood education and care reforms in Finland. Early Child Development and Care 187(10): 1543–1556.
Macewan, A. (2015). Early childhood education, economic development and the need for
universal programs: With a focus on New England. Economics, Management and
Financial Markets, 10(1), 11-47.
Manning, M., Wong, G. T. W., Fleming, C. M., & Garvis, S. (2019). Is Teacher Qualification
Associated With the Quality of the Early Childhood Education and Care Environment? A
Meta-Analytic Review. Review of Educational Research, 89(3), 370–415.
doi: 10.3102/00346543198375400
McDonald, P., Thorpe, K., & Irvine, S. (2018). Low pay but still we stay: Retention in early
childhood education and care. Journal of Industrial Relations, 60(5), 647–668.
Mevawalla, Z. & Hadley, F. (2012). The advocacy of educators: Perspectives from early
childhood. Australasian Journal of Early Childhood, 37(1), 74-80.
Mews, J. (2020). Leading through andragogy. College and University, 95(1), 65-68. Retrieved
from https://reddog.rmu.edu/login?url=https://www-proquest-com.reddog.rmu.edu/scholarly-journals/leading-through-andragogy/docview/2369314548/se-2?accountid=28365
Morris, T. H. (2019). Adaptivity through self-directed learning to meet the challenges of our
ever-changing world. Adult Learning, 30(2), 56–66. doi: 10.1177/1045159518814486
Mustard, J. F. (2008). Investing in the early years: Closing the gap between what we know and what we do. Adelaide: Department of Premier and Cabinet. Retrieved 26 August, 2014, from www. thinkers.sa.gov.au/lib/pdf/Mustard_Final_Report.pdf.
Nelson, C.A., Zeanah, C.H., Fox, N.A., Marshall, P.J., Smyke, A.T., & Guthrie, D. (2007).
Cognitive recovery in socially deprived young children: The Bucharest Early Intervention
Project. Science. 318:1937–1940.
Phillips, D., Austin, L. J. E., & Whitebook, M. (2016). The early care and education
workforce. Future of Children, 26(2), 139–158. https://doi-org.reddog.rmu.edu/10.1353/foc.2016.0016.
Press, F., Harrison, L., Wong, S., Gibson, M., Cumming, T., & Ryan, S. (2020). The hidden
complexity of early childhood educators’ work: The Exemplary Early Childhood
Educators at Work study. Contemporary Issues in Early Childhood, 21(2), 172–175.
doi: 10.1177/1463949120931986
Productivity Commission (2011). Early childhood development workforce: Draft report.
Melbourne: Productivity Commission.
Russell, E., Williams, S. & Gleason-Gomez, C. (2010). Teachers’ perceptions of administrative
support and antecedents of turnover. Journal of Research in Childhood Education, 24 (3)
195-208.
Shonkoff, J., & Bales, S. (2011). The science does not speak for itself: Translating child
development research for the public and its policy makers. Child Development, 82(1),
17–32.
Sims, M., & Waniganayake, M. (2015). The role of staff in quality improvement in early
childhood. Journal of Education and Training Studies, 3(5), 187–194. https://doi.org/10.11114/jets.v3i5.942
Sorsa, M., Kiikkala, I., Åstedt-Kurki, P. (2015). Bracketing as a skill in conducting unstructured
qualitative interviews. Nurse Researcher, 22, 8–12. doi:10.7748/nr.22.4.8.e1317
Steyn, G. M., & Van Tonder, S. (2017). Exploring learning experiences of female adult learners
in higher education using a hybrid study approach: A case study. Gender &
Behaviour, 15(1), 8135-8159. Retrieved from
https://reddog.rmu.edu/login?url=https://www-proquest-com.reddog.rmu.edu/scholarly-journals/exploring-learning-experiences-female-adults/docview/1925704265/se-2?accountid=28365
Sumaryanta (no first name), Mardapi, D., Sugiman (no first name), & Herawan, T. (2019).
Community-based teacher training: Transformation of sustainable teacher empowerment
strategy in Indonesia. Journal of Teacher Education for Sustainability, 21(1), 48-66. doi:
10.2478/jtes-2019-0004
Van Dyke, M.K. (2015). Creating a Professional Pathway for the Women who Care for our
Children: An Anthropological Study of an Early Childhood Workforce Development Policy. (Publication no. 370037800 [Doctoral Dissertation, University of South Florida]. ProQuest Dissertations Publishing.
Zimmerman, B., & Cleary, T. (2006). Adolescents’ development of personal agency: The
role of self-efficacy beliefs and self-regulatory skill. In F. Pajares, & T. Urdan, Self-
Efficacy Beliefs of Adolescents (pp. 45-69). Greenwich, CT: Information Age Publishing.
Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation.
Washington, DC: The National Academies Press. https://doi.org/10.17226/19401
Arndt, S., Smith, K., Urban, M., Ellegaard, T., Blue Swadener, B., & Murray, C. (2021).
Reconceptualising and (re)forming early childhood professional identities: Ongoing
transnational policy discussions. Policy Futures in Education, 19(4), 406–423.
https://doi.org/10.1177/1478210320976015
Bandura, A. (2006). Adolescent development from an agentic perspective. In Pajares, F., & Urdan, T., Self-efficacy Beliefs of Adolescents (pp. 1-43). Greenwich, CT: Information Age Publishing.
Bauer, D., & Mott, D. (1990). Life themes and motivations of reentry students. Journal of
Counseling and Development, 68, 555-560. http://dx.doi.org/10.1002/j.1556-6676.1990.tb01410.x
Bekker, M., Croon, M., & Bessers, B. (2005). Childcare involvement, job characteristics, gender
and work: Attitudes as predictors of emotional exhaustion and sickness absence. Work &
Stress, 19 (3), 221-237. doi: 10.1080/02678370500286095
Campbell-Barr, V., Georgeson, J., & Varga, A. N. (2015). Developing Professional Early
Childhood Educators in England and Hungary: Where Has All the Love Gone? European
Education, 47(4), 311–330. doi: 10.1080/10564934.2015.1100451
Colaizzi, P.F. (1978). Psychological research as the phenomenologist views it. In Ronald S.
Valle & Mark King (eds.), Existential-Phenomenological Alternatives for Psychology.
Oxford University Press.
Cumming, T., Wong, S., & Logan, H. (2021). Early childhood educators’ well-being, work
environments and ‘quality’: Possibilities for changing policy and practice. Australasian
Journal of Early Childhood, 46(1), 50–65. https://doi.org/10.1177/1836939120979064
Cumming, T., Logan, H. & Wong, S. (2020). A critique of the discursive landscape:
Challenging the invisibility of early childhood educators’ well-being. Contemporary
Issues in Early Childhood Vol. 21(2) 96–110 DOI: 10.1177/1463949120928430
Dalton, M. (2021). ‘Subsidized by the low wages of teachers,’ Ga. childcare staffing shortage
worsened by pandemic. WABE Where ATL meets NPR.
https://www.wabe.org/subsidized-by-the-low-wages-of-teachers-ga-childcare-staffing-shortage-worsened-by-pandemic/
Diamond, A., & Whitington, V. (2015). Studying early brain development: Educators’ reports
about their learning and its applications to early childhood policies and
practices. Australasian Journal of Early Childhood, 40(3), 11–19. https://doi- org.reddog.rmu.edu/10.1177/183693911504000303
Dörfler, V., & Stierand, M. (2020). Bracketing: A phenomenological theory applied through
transpersonal reflexivity. Journal of Organizational Change Management,
(ahead-of-print) https://doi.org/10.1108/JOCM-12-2019-0393
Dzakiria, H. (2013). Female leaner tenacity in open distance learning success: Life history of
Sharan, Fuziah and Aleena as open distance learners. International Women Online
Journal of Distance Education, 2 (4): 24-40.
http://dergipark.ulakbim.gov.tr/intwojde/article/view/5000135177
Farewell, C.V., Quinlan, J., Melnick, E., Powers, J. & Puma, J. (2021). Job demands and resources experienced by the early ehildhood education workforce serving high-
need populations. Early Childhood Education Journal doi: 10.1177/1463949120931986
Foley, T.P. & Doliveira, S,N. (2021). For this ‘infrastructure week,’ let’s think beyond concrete
and toward child care. The Philadelphia Inquirer, July 21, 2021.
https://www.inquirer.com/opinion/commentary/infrastructure-bill-biden-plan-child-care-
20210721.html
Gavora, P. (2010). Slovak pre-service teacher self-efficacy: Theoretical and research
considerations. The New Educational Review, 21, 17–30.
Gilmore, J. H., Knickmeyer, R. C., & Gao, W. (2018). Imaging structural and functional brain
development in early childhood. Nature Reviews.Neuroscience, 19(3), 123-137.
doi:http://dx.doi.org.reddog.rmu.edu/10.1038/nrn.2018.1
Gregory, K. (2019). Lessons of a Failed Study: Lone Research, Media Analysis, and the
Limitations of Bracketing. International Journal of Qualitative Methods.
https://doi.org/10.1177/1609406919842450
Hall-Kenyon, K. M., Bullough, R. V., MacKay, K. L., Marshall, E. E. (2014). Preschool teacher
well-being: A review of the literature. Early Childhood Education Journal, 42(3), 153–
162. https://doi.org/10.1007/s10643-013-0595-4
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and
Teaching: History and Practice, 6(2), 151–182. doi:10.1080/713698714
Hylton, N. & Vu, J. (2019). Creating a work environment that supports staff retention. Young
Children, 74 (4), 34-38.
Kamenetz, A. & Nadworny, E. (2020, November 10). What a Biden Presidency could mean for
Education. NPR. Retrieved from www.npr.org/2020/11/10/933423976/what-a-biden-
presidency-could-mean-for-education
Khurshid, A. (2017). Does education empower women? The regulated empowerment of Parhi
Likhi women in Pakistan. Anthropology & Education Quarterly, 8 (3), 252-268. doi:
10.1111/aeq.12198
Kilgallon, P., Maloney, C., & Lock, G. (2008). Early childhood teachers’ sustainment in the
classroom. Australian Journal of Teacher Education, 33(2), 41–54. https://doi-org.reddog.rmu.edu/10.14221/ajte.2008v33n2.3
Knowles, M. S. 1975. Adult education: New dimensions. Educational Leadership. 33: 85-88
Le Vasseur, J. J. (2003). The problem of bracketing in phenomenology. Qualitative Health
Research, 13, 408–420. doi:10.1177/1049732302250337
Lin, X. (2016). Barriers and challenges of female adult students enrolled in higher education: A
literature review. Higher Education Studies, 6 (2): 119-126.
http://www.ccsenet.org/journal/index.php/hes/article/view/58355
Linskey, A. & Viser, M. (2020, July 21). Biden unveils $775 billion plan for universal preschool,
childcare and eldercare. The Washington Post. Retrieved from
https://www.washingtonpost.com/politics/biden-to-unveil-775-billion-plan-for-universal-preschool-child-care-and-elder-care/2020/07/20/e273dabc-cae7-11ea-91f1-28aca4d833a0_story.html
Lipscomb, S.T., Chandler, K.D., Abshire, C. et al. Early Childhood Teachers’ Self-efficacy and
Professional Support Predict Work Engagement. Early Childhood Educ J (2021).
https://doi-org.reddog.rmu.edu/10.1007/s10643-021-01182-5
Loh, I.H., Oddo, V.M., Otten, J. (2021). Food insecurity is associated with depression among a
vulnerable workforce: Early care and education workers. International Journal of
Environmental Research and Public Health, 18(1), 170. http://dx.doi.org.reddog.rmu.edu/10.3390/ijerph18010170
Lundkvist M, Nyby J, Autto J, et al. (2017) From universalism to selectivity? The background,
discourses and ideas of recent early childhood education and care reforms in Finland. Early Child Development and Care 187(10): 1543–1556.
Macewan, A. (2015). Early childhood education, economic development and the need for
universal programs: With a focus on New England. Economics, Management and
Financial Markets, 10(1), 11-47.
Manning, M., Wong, G. T. W., Fleming, C. M., & Garvis, S. (2019). Is Teacher Qualification
Associated With the Quality of the Early Childhood Education and Care Environment? A
Meta-Analytic Review. Review of Educational Research, 89(3), 370–415.
doi: 10.3102/00346543198375400
McDonald, P., Thorpe, K., & Irvine, S. (2018). Low pay but still we stay: Retention in early
childhood education and care. Journal of Industrial Relations, 60(5), 647–668.
Mevawalla, Z. & Hadley, F. (2012). The advocacy of educators: Perspectives from early
childhood. Australasian Journal of Early Childhood, 37(1), 74-80.
Mews, J. (2020). Leading through andragogy. College and University, 95(1), 65-68. Retrieved
from https://reddog.rmu.edu/login?url=https://www-proquest-com.reddog.rmu.edu/scholarly-journals/leading-through-andragogy/docview/2369314548/se-2?accountid=28365
Morris, T. H. (2019). Adaptivity through self-directed learning to meet the challenges of our
ever-changing world. Adult Learning, 30(2), 56–66. doi: 10.1177/1045159518814486
Mustard, J. F. (2008). Investing in the early years: Closing the gap between what we know and what we do. Adelaide: Department of Premier and Cabinet. Retrieved 26 August, 2014, from www. thinkers.sa.gov.au/lib/pdf/Mustard_Final_Report.pdf.
Nelson, C.A., Zeanah, C.H., Fox, N.A., Marshall, P.J., Smyke, A.T., & Guthrie, D. (2007).
Cognitive recovery in socially deprived young children: The Bucharest Early Intervention
Project. Science. 318:1937–1940.
Phillips, D., Austin, L. J. E., & Whitebook, M. (2016). The early care and education
workforce. Future of Children, 26(2), 139–158. https://doi-org.reddog.rmu.edu/10.1353/foc.2016.0016.
Press, F., Harrison, L., Wong, S., Gibson, M., Cumming, T., & Ryan, S. (2020). The hidden
complexity of early childhood educators’ work: The Exemplary Early Childhood
Educators at Work study. Contemporary Issues in Early Childhood, 21(2), 172–175.
doi: 10.1177/1463949120931986
Productivity Commission (2011). Early childhood development workforce: Draft report.
Melbourne: Productivity Commission.
Russell, E., Williams, S. & Gleason-Gomez, C. (2010). Teachers’ perceptions of administrative
support and antecedents of turnover. Journal of Research in Childhood Education, 24 (3)
195-208.
Shonkoff, J., & Bales, S. (2011). The science does not speak for itself: Translating child
development research for the public and its policy makers. Child Development, 82(1),
17–32.
Sims, M., & Waniganayake, M. (2015). The role of staff in quality improvement in early
childhood. Journal of Education and Training Studies, 3(5), 187–194. https://doi.org/10.11114/jets.v3i5.942
Sorsa, M., Kiikkala, I., Åstedt-Kurki, P. (2015). Bracketing as a skill in conducting unstructured
qualitative interviews. Nurse Researcher, 22, 8–12. doi:10.7748/nr.22.4.8.e1317
Steyn, G. M., & Van Tonder, S. (2017). Exploring learning experiences of female adult learners
in higher education using a hybrid study approach: A case study. Gender &
Behaviour, 15(1), 8135-8159. Retrieved from
https://reddog.rmu.edu/login?url=https://www-proquest-com.reddog.rmu.edu/scholarly-journals/exploring-learning-experiences-female-adults/docview/1925704265/se-2?accountid=28365
Sumaryanta (no first name), Mardapi, D., Sugiman (no first name), & Herawan, T. (2019).
Community-based teacher training: Transformation of sustainable teacher empowerment
strategy in Indonesia. Journal of Teacher Education for Sustainability, 21(1), 48-66. doi:
10.2478/jtes-2019-0004
Van Dyke, M.K. (2015). Creating a Professional Pathway for the Women who Care for our
Children: An Anthropological Study of an Early Childhood Workforce Development Policy. (Publication no. 370037800 [Doctoral Dissertation, University of South Florida]. ProQuest Dissertations Publishing.
Zimmerman, B., & Cleary, T. (2006). Adolescents’ development of personal agency: The
role of self-efficacy beliefs and self-regulatory skill. In F. Pajares, & T. Urdan, Self-
Efficacy Beliefs of Adolescents (pp. 45-69). Greenwich, CT: Information Age Publishing.
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Published
2022-05-16
How to Cite
Parker, S., & Haser, S. (2022). Unlikely Additions: One Institute of Higher Education plus Two Early Childhood Education and Care Centers equals Investment in Female Adult Learners. Journal of Child and Youth Care Work, 28, all. https://doi.org/10.5195/jcycw.2022.451
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