Tag Archives: Power to the Profession

What Japan’s Rental Family Industry Can Teach Us About Child Care in the United States

When I started reading Elif Batuman’s recent New Yorker piece on Japan’s rental family business, I expected it to be fascinating. What I didn’t expect was that it would offer striking insights on the current debate over credentials and compensation for early childhood workers in the United States. You should really read Batuman’s whole piece, but the key paragraph is here:

In a sense, the idea of a rental partner, parent, or child is perhaps less strange than the idea that childcare and housework should be seen as the manifestations of an unpurchasable romantic love. Patriarchal capitalism has arguably had a vested interest in promoting the latter idea as a human universal: as the Marxist psychoanalyst Wilhelm Reich pointed out, with women providing free housework and caregiving, capitalists could pay men less. There were other iniquities, too. As [19th Century Utopian feminist Charlotte Perkins] Gilman observed, when caregiving becomes the exclusive, unpaid purview of wives and mothers, then people without families don’t have access to it: “only married people and their immediate relatives have any right to live in comfort and health.” Her solution was that the unpaid work incumbent on every individual housewife—nursery education, household-work management, food preparation, and so on—should be distributed among paid specialists, of both genders. What often happens instead is that these tasks, rather than becoming respected, well-paid professions, are foisted piecemeal onto socioeconomically disadvantaged women, freeing their more privileged peers to pursue careers.

Ultimately, this is the core of what the debate over early childhood teacher compensation and credentials is about: As I’ve written in the past, too often these debates still reflect a kind of assumption that childcare is a manifestation of “unpurchasable” love (and that because of that, people who care for children don’t deserve to be well-paid).

Due to that assumption and an unwillingness to confront the real costs of caring for children (and really, for one another), our society is unwilling to accord people who care for and educate young children the professional status or economic value they deserve. The resulting system works well for no one, but it means the costs of professional opportunity for the educated and affluent are born disproportionately by low-income, less-educated, often racial and ethnic minority women. The resulting high rates of early educator turnover in many settings are harmful for children’s development.

Changing this system is crucial to children’s development, gender equity, and social justice for early care and education workers. But in order to do so, we must confront both the underlying history and attitudes that continue to affect thinking about the value of caring for young children, and the economic/financing challenge of how to pay fairly for work society has historically expected to get free or at a great discount by oppressing women.

Until we can honestly engage both, we cannot expect anything meaningful to change.

Early Childhood Educator Profession and Competencies: Our Take on What “Power to the Profession” Gets Right and Wrong

Bellwether’s early childhood team regularly publishes research and analysis on the early childhood workforce and advises foundations and other clients seeking to improve early childhood teaching, strengthen the early childhood workforce, and support early childhood educators. In our work we routinely confront the deep disconnect between what research demonstrates about the importance of and skills required for high-quality early childhood teaching and the inconsistent standards, low compensation, and lack of professional prestige accorded to early educators.

two teachers read to preschool students

Courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action.

In light of this, we’ve been avidly following the National Association for the Education of Young Children (NAEYC) Power to the Profession process, which seeks to advance the early childhood field by defining a unifying framework for career pathways; knowledge; and competencies, qualifications, standards, and compensation.

This work is being carried out in iterative cycles by a Task Force representing 15 professional associations and organizations related to the early childhood field. In February, the Task Force released draft recommendations for Decision Cycles 3-5, which deal with qualifications requirements for early childhood educators and sources and pathways for acquiring competencies and credentials. The recommendations have sparked lively debate in the field. My overall take, shared with my colleagues Ashley LiBetti and Marnie Kaplan, is that the recommendations would represent progress in setting a baseline of training for early childhood educators in many roles and settings, but could also represent a step backwards in standards for teachers leading publicly funded pre-K classrooms serving 3- and 4-year-olds.

We also believe it’s crucial that any conversation about qualifications for early childhood educators engage seriously with the need to improve quality of early childhood educator preparation programs — as well as the tensions and gaps in knowledge about how best to do so. These conversations also need to provide space for innovative thinking about new models for delivering preparation and training that meet the needs of current and prospective early educators with diverse life and professional experiences and prior education backgrounds.

Marnie, Ashley, and I published our full comments* on these recommendations here:screenshot of first page of Power to the Profession comments

You can learn what others are saying here or comment yourself by visiting NAEYC’s survey here.

Want to know more from Bellwether? Check out our recent research and reports on the Head Start workforce, what we know about coaching as a strategy to improve early childhood teaching quality, the role of community colleges in early childhood preparation, and what it would take to make equitable access to quality higher education a reality for all pre-K teachers.

*Note: The statements contained in this comment reflect the personal views of the authors, and should not be attributed to Bellwether Education Partners or any others within the organization. Bellwether does not take organizational positions except on issues that affect nonprofit organizations as a class.