Views on the roles in early childhood education found in selected post-secondary diploma programs in the province of Newfoundland and Labrador

Abbott, Frances S. (1999) Views on the roles in early childhood education found in selected post-secondary diploma programs in the province of Newfoundland and Labrador. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (11MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

A shortage of research findings into early childhood education programs has been a major drawback in the overall delivery system in Newfoundland and Labrador. This study, along with its relevant research, attempted to provide a solution to the problem of elucidating a clear definition of the relationship between early childhood educators as caregivers and as teachers of young children. -- This research study chronicled the changes in the perceived roles of early childhood educators as post-secondary students expanded their training. This study also investigated the effect that this training had in making changes to the profession itself. Early childhood education programs need to be reviewed to ensure that the knowledge required of early childhood educators to function in these roles is offered within the program. Similarly, the program should be investigated in light of today's changing society and developed to reflect the integrative nature of teaching behaviours. -- This study was one of a qualitative nature that focused on a person's occupation that consisted of assuming and learning particular roles. This research also investigated the roles that educators assumed as teachers of young children. It was anticipated that the findings would have the potential not only to enhance the profession, but to gain insight into the knowledge, skills, and attitudes that early childhood educators are required to possess in order to function as educators of young children. -- The contradictions in this research study clearly outlined that the early childhood education profession was facing an identity crisis because the idea of being a teacher of young children was not instilled in these educators at the student level. As a result, the subjects either didn't know what they were teaching, or they were teaching and didn't know it. The use of observations, questionnaires, and interviews assisted the researcher to determine that the students and the graduates did not clearly picture themselves as belonging to the larger profession as teachers of young children. -- The participants in this study were ten students, four graduates, four instructors, and two department heads from the early childhood training programs at a public and a private college in St. John's, Newfoundland. -- Based on this study, and because of the scarcity of prior research on college level diploma programs, it is recommended that further research be conducted: a) to better review whether the identity crisis identified in this study is indeed apparent and affects the quality of education for early childhood; b) to better determine the nature of teaching roles in early childhood education non-baccalaureate programs; c) to examine the role of play as an educational tool in early childhood; and d) to identify methods of instilling the concept of professionalism at the student level in non-baccalaureate programs.

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