Drawing on the Past to Collaborate for the Future
The past was not without its challenges. Despite strong collaboration among community members, early childhood educators faced ongoing concerns about funding and legislation, which were frequently reported across the Bulletin’ s first issues( see Christine M. Heinig’ s report in Fall 1949). Throughout the decade, these topics remained central to discussions as did the tension educators faced to fill multiple roles. In her Winter 1954“ Summary Report of the Conference of the National Commission on Teacher Education and Professional Standards,” Lea Cowles Masters quoted the executive dean of the State University of New York, who stated:“ Today’ s teacher is expected to be a school psychologist, a behavior and learning diagnostician, a measurement expert, a guidance worker, a student of American values, a broadly educated person, and a scholar in his teaching field”( 13).
One hundred years after NAEYC’ s founding and 80 years after its first journal was published, early childhood educators still face many of these same challenges. Financial deficits and unrealistic expectations concerning teachers’ responsibilities continue to plague our system: Federal budget proposals have recommended funding cuts and policy changes that would impact the accessibility of early childhood and early childhood teacher preparation programs( NAEYC 2025b). Executive orders have limited supports available from the US Department of Education( DeMio & James 2025). Early childhood educators face stressors as they work to support and protect all children and families, including those afraid of detainment and deportation( Carrazana 2025; Swartz 2025). Yet through collaboration and advocacy, the voices and expertise of the early childhood workforce can contribute to advancing equity and supporting children.
While reflecting on the journal’ s first decade, one of our most significant takeaways was the way it united the early childhood workforce to establish long-term relationships and increase engagement— two factors critical for successful collaboration( Woodland & Hutton 2012; Kinsella-Meier & Gala 2016). These ideas continue in Young Children today as it remains a resource for quality practices in which members contribute and collaborate to support children with diverse abilities and backgrounds( e. g., Ntoulia 2023; Falkner & Rodriguez 2024; Figueras-Daniel & Vasquez 2024; Lee & Alonzo 2024).
To meet the strengths, interests, and needs of all children, we must continue to bring together diverse professionals to engage in collaboration across agencies and disciplines. As Blau shared in Winter 1954, when specialists and community members work together toward a common goal, each“ will develop richer understandings of various points of view [ and ] will be challenged to higher purpose.... [ W ] hat happens to young children determines the future of man’ s struggle to improve society”( 52).
About the Authors
Stacy Simonyi, EdD, is an assistant professor of education at Saint Michael’ s College in Colchester, Vermont. Dr. Simonyi has been an educator for 20 years, working with students from infancy through graduate school. ssimonyi @ smcvt. edu
Leigh-Ann Leinhauser Brown, PhD, BCBA, is a special education professor at Vermont State University in Castleton, Vermont, with over 20 years of experience in special education. Her research focuses on outdoor education, family experiences, and creating joyful community participation through the principles of ABA. leigh-ann. brown @ vermontstate. edu
Kaitlin Northey, PhD, is an associate professor of early childhood at the University of Vermont in Burlington, Vermont. Her scholarship in early childhood teacher preparation, leadership, state governance, and policy implementation documents the complexities within early childhood systems.
Heather Duhamel, MEd, is an assistant professor of early childhood education( online) at Vermont State University in Vermont. heather. duhamel @ vermontstate. edu
Spring 2026 Young Children 77