Are We Preparing Our Early Childhood Educators with 21st Century Competencies? Is It Time For a Change?

“21st century competencies” include “deep understanding, flexibility and the capacity to make creative connections” and “a range of so-called ‘soft skills’ including good team-working. The quantity and quality of learning thus become central, with the accompanying concern that traditional educational approaches are insufficient.”

Objective

When implementing the concept of learning in a specific field, like my area of expertise, Early Childhood Teacher Education, the aim is to acquire the skills necessary to work proficiently with children aged 0-5 in a classroom environment. Equally important is the capacity to collaborate successfully with fellow educators, parents, and school leadership. However, are Early Childhood Teacher Education Programs sufficiently preparing Early Childhood Educator’s (ECE’s) for the field with “21st century competencies” [which] include “deep understanding, flexibility and the capacity to make creative connections” and “a range of so-called ‘soft skills’ including good team-working [?] The quantity and quality of learning thus become central, with the accompanying concern that traditional educational approaches are insufficient” (Merriam, 2014, P.4).

Reflective

The BC Childcare Occupational Competencies specify the necessary skills for ECE’S to be equipped for their roles in the field, and all Early Childhood Teacher Education Programs are to use these competencies when developing their course outlines and curriculum. In my reflection from my teaching experiences, I was drawn to three main ideas. Outdated delivery methods do not meet the needs of the culturally diverse adult education learners. Program models do not allow for sufficient opportunities to implement theory into practice. Lastly Evaluation methods are not reflective of the student’s actual ability in meeting the requirements as outlined in the BC Childcare Occupational Competencies.

Interpretive & Decisional

Conventional educational approaches may have been effective in the past. Yet, with a growing number of ECE students from diverse cultural backgrounds, including a large population of international students, certain challenges like language barriers, cultural differences, biases, and societal norms may be unaddressed with this type of delivery method. With the traditional lecture/exam approach, ECE students are deprived of the chance to dive deep into theory, understand how to use it in practice and gain insight on cultural influence and its relevancy in the ECE classroom. For instance, English Language Learners might emphasize grammar, spelling, essay writing, and reading comprehension over grasping key concepts and establishing significant associations. Another example is an international student may not resonate with the Western practice of promoting motor skills development from an early age, as children in their culture may typically start walking at a later stage. Incorporating group discussions, critical reflection activities, individual and collaborative projects, as well as open-ended inquiries that promote "deep understanding, flexibility, and the ability to make creative connections" is crucial in cultivating educators with "21st-century competencies"(Merriam, 2014, P.4).

Traditional program models of finishing all theory modules before the final exam/practicum also do not allow students to fully immerse themselves in the learning process, apply their knowledge, reflect, and make improvements. Perhaps, assigning students a continuous practicum during their educational training would allow them to apply their learning in real-time, implement learned concepts and strategies and help them to make meaningful connections to their studies. Additionally, it is the “informal learning experiences” (Merriam, 2014, P.18) in the ECE classroom that build the essential proficiencies such as problem-solving skills, effective communication with co-workers, classroom management and dealing with conflicts. In a recent study done in 2023 “preparation for a chosen career, personal and intellectual growth, [and] wanting to cultivate a deeper understanding of an academic field were the top motivations for further education” (Crocker et al., 2023). Therefore, looking at the needs and motivations of today’s students means making a change to the way ECE program models are laid out in terms of quality of experience but also quantity of practice. A continuous practicum model could bridge the connection between theory and practice better preparing ECE students to meet the demands of the field.

Given the numerous competencies necessary to excel in Early Childhood Education, monitoring students' development and dedication throughout their educational training could serve as a valuable method to evaluate their advancement and readiness for the workforce. We can do this by directly observing students throughout a continuous practicum in applying their knowledge through hands on task-based assessments. For example, observing a student’s ability to work in team settings over a period of time. This would reveal their proficiency and areas needing further enhancement, rather than having students simply memorize content for an exam. Furthermore, this would support the idea that “learning is a lifelong and lifewide process” (Merriam, 2014, P.20) and allow for the student to continue to

improve the quality of their professional abilities and competencies necessary for the 21st century workplace.

What do you think? Would you like to see a change in delivery, program models and evaluation methods?

What do you think? Would you like to see a change in delivery, program models and evaluation methods?

• Yes
• No

“References”

CROCKER, B., HALL, C., & JANZEN, R. (2023). Careers, growth, and knowledge: The leading motivations to attend higher ed in 2023. Academica Forum. https://forum.academica.ca 

Ministry of Advanced Education. (2001, June 1). BC Child Care Sector Occupational Competencies Knowledge L. Gov.BC.CA. https://www2.gov.bc.ca/assets/gov/education/earlylearning/teach/ece/bc_occupational_competencies.pdf 

Merriam, S. B., & Bierema, L. (2014). Linking Theory and Practice. Jossey-Bass. 

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