Early childhood educators deserve more

While I was an undergraduate, I grappled with the choice between early childhood and elementary education. I eventually opted for elementary education, enticed by the wide spectrum of grades I could teach in elementary education: from 1st to 8th grades. The early childhood major, in contrast, seemed confined to prekindergarten through 2nd grade. The elementary education degree would bolster my chances of landing a teaching job.

Upon embarking on my journey in the elementary teaching profession, I found I preferred two grade levels, 3rd and 6th. I was captivated by these age groups; my students’ enthusiasm to impress me; and the satisfactory pay, benefits, and security of a union job at a public school. Life was comfortable. However, in 2005, my career took an unforeseen twist, compelling me to chart a new course.

An unanticipated turn

I was living in New Orleans when Hurricane Katrina devastated the city, shattering the entire school district. I was forced to evacuate and relocate to another parish 60 miles away. Educators were released from their contracts without compensation, and many, like me, struggled financially.

Despite these challenges, I was determined to continue my career in education. Many families had evacuated to the nearby parish, increasing the need for additional teachers, but getting hired was challenging because of the competition among other displaced teachers. Instead of waiting for the district to hire me, I pursued other job opportunities. I saw an ad in the newspaper for an assistant teaching position at a child care center.

I was hired to work five days a week from 8 a.m. to 4 p.m. Employment only required a criminal background check and a tuberculosis test. The minimum hourly wage was $7.25 in Louisiana, but I was hired at $8 an hour, probably because of my teaching credentials. I could not take care of all my responsibilities on this hourly wage, so I got two additional part-time jobs, one working at the post office as a mail handler for $12 per hour, and a weekend job as a museum tour guide for $8.50 an hour. Together, my three jobs paid less than a paraprofessional makes in a public school.

The natural disaster pushed me into the path of early childhood education, the field I rejected at the beginning of my teaching career. This unexpected turn of events led to profound personal and professional growth. The director of the center, who had a master’s degree in early childhood education, felt that my educational background would benefit the students more if I worked with a lead teacher in the four-year-old group. The lead teacher guided me as I learned to work with early learners.

This privately owned child care center was positioned behind a well-known bank and four blocks from an elementary school, making it convenient for bank and school employees to drop off and pick up their children. The student population was about 60% white and 40% Black, and parents paid quarterly on a payment plan.

Learning and play

The curriculum was play-based but structured. We started with a circle activity each day. Then, the children rotated to content-oriented play centers based on the topic for the day or unit for the week. The children were allowed to ask questions and explore creative thoughts without fear of being right or wrong. Read-aloud books were available for students who could not yet read, but there was no formal teaching of reading or math. It was exhilarating to see that four-year-old children weren’t required to work with drill-and-kill worksheets while seated at tables, forbidden to move or talk, as can sometimes be seen in other early childhood settings.

As an assistant teacher, I engaged with the children and facilitated all play activities. I also assisted in caring for their social-emotional needs and physical well-being and had to perform duties that required cleaning and sanitizing.

I observed a lot of communication, collaboration, and creative inventions among the children; I could sense critical thinking from these young children through their verbal and nonverbal actions.

The retention problem

My lead teacher was middle-aged, well-trained, and had been with the center for three years. But, at times, she seemed overwhelmed with her job duties even though I was there to assist. My lead teacher and the director had to do double duty for a while when the lead teacher for the three-year-olds did not report to work without giving notice. She found a higher-paying job outside child care, which occasionally happens when people feel inadequately compensated.

I enjoyed my experience at the center, but I, too, ended up leaving after three months on short notice because I was offered a 6th-grade position in the local public school system, making a salary of $48,000 a year with benefits. I immediately accepted and notified the director and lead teacher. Even though I enjoyed working in the early child care sector, the pay was dismal.

I am telling my story because I have seen firsthand the dedication and passion of early childhood workers. The low pay these educators receive makes it difficult to retain them. They are essential workers in an industry that directly impacts the economy. Yet they are paid less than mail handlers.

What early childhood educators need

Here are some statistics: 40% of child care teachers and workers leave the field yearly, according to a Louisiana Policy Institute for Children report released in 2022. In 2024, Louisiana lead teachers in child care centers earn an average of $25,510 yearly, Talent.com reported. Higher wages in early child care and education will boost earnings across the economy. Most states have used money allocated during the COVID-19 pandemic to make much-needed improvements to their early child care center program, including establishing a policy requiring lead teachers to acquire an Early Childhood Ancillary Certificate within two years of being hired. However, they have not established a professional, equitable pay scale for early child care, despite recommendations by industry consultants, advocacy groups, and child care providers.

Why not support giving early childhood teachers and workers a competitive living wage to retain them? In 2021, the U.S. House of Representatives approved the Build Back Better Act with $400 billion for child care and preschool. It made early childhood care more affordable, increased wages for early childhood educators to drive supply and quality, and improved support for quality. The bill was killed in the Senate. Some states have developed alternate ways to address the problem of retaining early childhood educators and workers because they understand the urgency.

I often reflect on my work experience as an early childhood worker and intentionally pass by the preK class in my school to say hello or to read to the children to help memorialize my experience. Afterward, I happily return to my 6th-grade students.

This article appears in the October 2024 issue of Kappan, Vol. 106, No. 2, p. 48-49.