(Boston).- Researchers believe that quality early education and care for children can be directly linked to the compensation and credentials of their child care providers. Yet, providers throughout Massachusetts report feeling undervalued and underpaid, conditions that contribute to low workplace morale and high turnover rates in the field. According to their study «The State of Early Education Workforce: Removing Barriers to Access and Advancement,» the Bessie Tartt Wilson Initiative for Children (BTWIC) finds that teachers of young children are in desperate need of better compensation and more opportunities for professional development and educational access.
«The education level, training, and professional satisfaction of early education child care providers has direct impact over the care of their children. We look forward to working with Early Education and Care Commissioner Killins on these recommendations,» says Mary L. Reed, BTWIC president, who has worked for seven years to steer research, advocacy, and policy reform to strengthen early education and care for the state’s most vulnerable population.
Recognizing the importance of a supported and motivated early education workforce, BTWIC held a series of town meetings throughout 2009 in seven Massachusetts towns: Boston, Hyannis, Lawrence, Lowell, New Bedford, Springfield, and Worcester.
The BTWIC study finds that while the National Association for the Education of Young Children (NAEYC) promotes higher quality of care by increasing educational requirements for early childhood educators, there are little to no supports for those providers to access the education they need. What researchers found was that throughout the state, regardless of position or type of early education provider, the frustration and challenges over degree attainment, education financing, communication, and public perception of the field were at an all-time high.
BTWIC spent a year analyzing the grassroots responses from the field and prepared a series of recommendations to build a foundation for long-term change in the field.
The study finds that compensation remains the principle barrier in accessing higher education. Those working as early childhood educators reported a pervasive personal and professional stress and low morale related to low compensation rates. In addition, many are unable to pursue the degrees required to improve compensation with more than 59.2% needing scholarships and financial aid to access the education they need. BTWIC recommends a provider-policy dialogue to address these strains and work towards a reform of early education and care system finances.
To address the barriers to higher education, BTWIC advocates for a simple credentialing system to encourage educators to get degrees and the promotion of a formalized, functional system that clearly defines job titles in the field, plans for advancement, and compensation tied to educational achievements. Other recommendations include a strengthening of prior learning into degree credits, an early educators career passport, and an exploration of barriers to financing college degrees.
Many early education child care providers expressed frustrations in receiving timely communications from the Department of Early Education and Care. The report recommends a review of the current system and evaluation of present communication methods. Increased electronic communications and streamlined Web site could promote a larger awareness of supports such as the Early Childhood Educator Scholarship Fund and health benefits available through MassHealth and the Commonwealth Connector.
«Many in our early education workforce are themselves among the working poor,» says Reed. «If we can better support them in their pursuit of necessary academic credentials and improved compensation, it will enhance the quality of learning exp
