and evolving development of the profession. Like Drs. Spodek and Katz, we carry our own hopes for the future of the field but also know that we must continue to advocate for children and those who educate and care for them within the contexts of federal, state, and local policies and daily life in early childhood settings.
The early childhood teacher education program at the University of Illinois Urbana-Champaign continues to reflect the legacy of these two major figures. Our work in preparing future generations of educators continues to hold children at the center. Like Dr. Katz, we recognize that early childhood programs must design and implement quality curricula and practices and be staffed by educators who are well prepared to work alongside children in ways that build upon their assets and capabilities. Like Dr. Spodek, we recognize that we are working within larger systems and must understand and provide input into the policymaking decisions that impact our work and the lives of children and their families. We also affirm that children and families are directly impacted by systemic inequities( NAEYC 2019, 2020). To work with children and not recognize this fact is naïve and causes harm to those same children and their families. As stated in NAEYC’ s position statement on developmentally appropriate practice,“ Educators must be aware of, and counter, their own and larger societal biases that may undermine a child’ s positive development and well-being”( 2020, 7).
It is from this perspective and at this point in history that we urge others to look to the lessons of the past, recognize the importance of civic engagement( see, for example, Gartrell 2023), and remember the significance of our work with children and their families. As early childhood educators, we know the power of partnering with children to find answers and seeing children learn and grow in our care( Gandini 1993). We also know how policies and curricula directly impact this work( Brown 2008; Mitchell & Hogan 2023). While most of us will not become NAEYC presidents, each of us can help enhance the field as we work with children in our own ways and at local, state, and / or national levels.
Professional engagement is key to enhancing the work we do as early childhood educators.
To translate the legacies of Drs. Spodek and Katz, we recommend the following for those within the early childhood profession( and offer suggestions from the Young Children archives for more information):
› Be curious. We often know that there is more to know. For instance, Dr. Spodek knew that he needed further education at the start of his career to learn about teaching young children. Dr. Katz became curious about young children by watching her own children and their classmates in a cooperative nursery school. Curiosity helps us to interrogate what we do not yet know and to grow as professionals regarding children’ s learning, development, family strengths and needs, and more. Knowledge allows us to take informed advocacy stances. Reflective practice( Edge 2019) and teacher research( Baker 2020) are avenues that support educators in pursuing their curiosities with intentionality.
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