SECTION 1 What Is the Field of Early Childhood Education? All professions have a canon of beliefs and practices. As you acquire this knowledge, you begin to develop to your on information of teaching (based, in part, ine own rethink gathered themselves philosophy in your chis on practices. a chapter). regular All For professionals while each should to understanding professional constandy reexam- his. As you do, be sure basis, and teacher must do the same. development, torical records makes sense for1 professional recognizing that they are a reflection of certain culcura norms is also crucial. Remember that the voices you hear in ticularly these chapters suspect are of not the from current on high. procaimed Learn to be universa Par- American practices that have to do with: Early attainment of individuality and independence. The necessity of early and free exploration. The critical importance of the early stimulation of intellect and language. These are the three areas that previous research has seen as universal, which cross-cultural research has Shown not to be. The first reflects a priority of many Western a dence. societies European Second, that cultures, many group indigenous harmony groups hold but it is not a common practice in and interdepen- promote their very young children close, carrying them along while they work, there is no data that indicate these children de- velop poorly. Third, while American educational systems of the early 21st century are building on increasing aca- demic and intellectual standards, there is no universal mandate for an exclusive focus on this developmental domain in the early years. Figure 1-1 offers other tradi- tional educational practices, their historical context, and alternatives to consider as you create your own educa- tional philosophy. As authors, we strive to offer a broader view of our field, including its history. We recognize, for instance, that schools of the past were overwhelmingly created for boys and young men. This gender bias added to the un derdevelopment of girls and women and prevails today in some parts of the world. By understanding the con cepts of institutional and individual oppression, teacher can begin to examine their own notions and becon "critical consumers" of information, both from the pa and present. However, educational programs that i cluded girls and the role of people of color in the ea childhood movement are documented, if not always the dominant literature of the time (see nontraditio perspectives later in this chapter). full "American" educational experience. For instance, both oral and written records exist that describe educa- tion in Africa, particularly chose cultures found in the Nile Valley (Hilliard, 1997). In more current terms, teachers must educate themselves about the culturally diverse roots of early educational practices. Knowing that early childhood pbilosopby has deep roots can be an inspiration and helps teachers develop professional expression. As early childhood educators, we must learn to express our ideas, finding our own voice. Professionalism in education "relates to doing things well, at the right time, and for the right reason (Spodek, Saracho, & Peters, 1988) and is one of the key themes of our field, as you will see at the end of the chapter. The past as well as the present and future must be considered when developing sound educational pro- Srams for young children. The tenets expressed by past educators help develop better methods of teaching Looking at history gives an overview of how various ages looked at children and their learning based on the religious, political, and economic pressures of the time. Reviewing the professional record demonstrates how the needs of society affect education. Perhaps some of the mistakes of the past can be avoided if history is remembered. Drawing upon knowledge of the past creates an awareness and understanding of changes in education. Into the fabric of early childhood education are woven many threads of influence that are responsible for cur- rent philosophies. By understanding and telling the story of the Past, we are better equipped to interpret our own history, to have a sense of mission and purpose. "Doing to history" is a good idea for early childhood educators, for Spodek tells us: When we [become] early childhood educators, each of us accepts as our own, either deliberately or implicitly, the mission that is central to our field: We are committed to enhancing the educa- tion, development, and well-being of young chil- dren. Our saga helps renew our sense of identity and commitment to our profession. (Spodek in Bauch, 1988) We also get in touch with our own early childhood and education (see "Insights from the Field" by Scott Williams at the end of this chapter), thus connecting us to the children of long ago, ourselves, and those we care for everyday