why do you want to be a preschool teacher essay

25 Reasons Why Being a Preschool Teacher is Rewarding

Reviewed by Jon Konen, District Superintendent

When you choose a path to becoming an early childhood teacher, you are dedicating your professional life to helping our most precious resources grow into responsible, competent learners. Teaching one child, let alone a whole classroom of young learners is no simple task. Being an early childhood education teacher requires a good education from a school that specializes in training teachers.

You must also have a personal interest and passion for helping young kids, and watching them learn and achieve. This is one of the most heartwarming benefits of being a preschool teacher. On many days, you will spend more time engaging them and teaching them, and influencing their behavior more than anyone – including their parents. That’s why you simply need to acquire the in-depth knowledge and skills that only a preschool education focused degree program can provide.

Of course, you want to check the early childhood education job outlook when you compare programs. But if you can already hear yourself saying “this is why I love being a preschool teacher,” then this is probably the right career path no matter what.

But isn’t early childhood education really hard?

There are a million reasons why being a preschool teacher is rewarding. But every teaching job presents its challenges, no matter what grade level or subject. Teaching early childhood isn’t entirely a test of your patience and will. In fact, for those who truly love working with children, it’s a dream come true. That’s why we did our research and came up with this list of 25 ways early childhood education can be a personally rewarding profession. What you’ll find, is that there are many ways in which this job can feel gratifying. You can appreciate your work by seeing the progress in your students, by learning more about yourself, and by teaching them to appreciate the world around them.

How Do You Want to be Rewarded?

Whether you are a current early childhood educator in need of some inspiration, or a prospective student wondering if this is the right career path, you can enjoy this list and think about the ways you want to feel rewarded. Before you compare all the early childhood education degree programs in your area, make your own list of the ways you want to feel rewarded and appreciated in your teaching career.

1.) You get to experience things with them for the first time. This happens with most grade levels, but not to the extent that it happens in early childhood classrooms. When you are teaching early childhood education, you are often the first witness to so many groundbreaking moments. It will be these times when you really feel rewarded as a teacher. Sure, the long-term rewards are nice, like having a student come back to visit you after several years. But, these are the daily ‘wins’ that will keep you motivated.

2.) Get to help children learn in new ways. The cool thing about being an early childhood education teacher is that you have to apply different methods sometimes to different students, depending on their learning style . Unlike a manufacturing job, which utilizes the exact same processes for production, teaching is an art and a science in some ways. Seeing the effectiveness of different approaches will also help develop your interpersonal skills for communicating with all age groups. Definitely one of the benefits of being a preschool teacher.  

3.) The feeling you get when you overcome challenges. It never fails: Just when you’re about to question how much more patience you have, just when you start wanting to give up – your students will have a breakthrough, and you will want to kiss the ground, and do your happy dance. There is nothing better than having a high-five moment with a young student when they make a breakthrough – another one of the awesome reasons why being a preschool teacher is rewarding.  

4.) You get better at multi-tasking. As you can imagine, you better stay organized when you’re teaching a class of early childhood students. If you don’t, you could quickly lose control of your curriculum, and classroom behavior. When you practice goal-setting and stick to a schedule, you will notice your organizational skills and ability to multi-task will improve. When you consider the early childhood education job outlook in your area, consider the additional personal benefits you can gain besides long-term job security.

5.) It comes with the responsibility of keeping children safe. There is a somewhat noble feeling that goes along with teaching preschool education. Knowing that you are taking care of the most vulnerable people among us, helping them learn and grow into responsible people – and keeping them safe – is a big responsibility. One that you will definitely feel good about.

6.) They will thank you when they’re grown. When people say this is “why I love being a preschool teacher,” this is one of the many reasons why. But it’s worth the wait. We can’t count how many teachers have shared their stories about students who come back to thank them after several years away. It will amaze you to see how quickly they grow into adults and start making their own way in the world. And when they do, they will remember you, and thank you for setting them up for success.

7.) Can make you a better parent, babysitter, and coolest family member. When you are a natural around children, they can definitely feel it. If you embrace the same passion and love for helping kids learn and enjoy childhood, you can be the coolest aunt or uncle, or family friend a kid could have. You can also help model healthy and fun behavior for other adults who may not have your natural ability to connect with kids. Does this make you want to learn more about the early childhood education career outlook?  

8.) You can tap your own inner child. As a tangent of the previous example, being an preschool education teacher gives you the freedom to explore the parts of yourself that thrive off childlike experiences. You can refresh your imagination and creative skills through the activities you plan, and the learning outcomes you aim for with your students.

9.) The health and retirement benefits can add up. Let’s take a brief break from pulling your heartstrings and talk about health and retirement benefits of being a preschool teacher. Although there are many occupations that have higher pay scales than education, the benefits can definitely be a perk. As you know, health insurance is never cheap. And it’s not easy to save for retirement on your own.  That’s why being a preschool teacher is rewarding for people who are passionate about this field, and want to have security for retirement and potential health issues.

10.) Can lead to higher positions. Even if you love being an early childhood education teacher, there can come a time when you want to move on to other positions. Maybe you think you can make a bigger impact in curriculum development, or working for a children’s book publisher. Or maybe you want to be principal of an elementary school one day? Why not? The great thing about teaching is that you can always keep moving forward and advancing to new levels. We need stellar educators more than ever. When you speak with schools about the early childhood education job outlook  and your goals, be sure to ask about career advancement and degree requirements for your longterm job aspirations.

11.) Makes you more creative. When you are working with young kids every day, you are bound to tap more of your own creative mental abilities than you would in an office full of adults. Children are not inhibited by the knowledge and logic that sometimes dampens our ability to think outside the box, so to speak. When you work with kids, you will witness your own imagination and creativity come alive. If you are a writer, you may find yourself writing children’s books. Or if you are an art teacher , your students will serve as plenty of inspiration.

12.) You become more patient. You think having one or two kids at home requires patience? Try having a full classroom of young students whose minds are working at a rapid pace to understand what’s going on, while getting your attention, while trying to control their impulses. It can be overwhelming if you think too much about it. Again, that’s why early childhood education requires training. The early childhood education career outlook can be attractive, but remember it’s more than just a job. Through experience, you will develop the right level of patience. Just don’t beat yourself up if you feel frustrated – especially when you start teaching. That’s when you need to put yourself in time out, and speak with a peer who can relate to your experience.

13.) They are willing learners. You know what else is cool about teaching preschool education? Children at that age aren’t cynical or defensive about learning new things – which can change with age. When children are young and starting to learn, they are willing participants in the education process with you. They want to learn about the world just as badly as you want to teach them.

14.) They still believe in magic. In many ways, it is your job to dispel some of the wonder and magic children see in the world around them by instilling knowledge and new behaviors into their beings. Yes, you may witness the disappointment in their eyes when one student tells another the truth about Santa Claus. And you may have to be the one who tells them unicorns aren’t real, and neither are genies. But there will be many experiences when their curiosity and wonder will take over, and you will be reminded how special it is to have a child’s imagination. This is one of the most awesome benefits of being a preschool teacher. Instead of thinking of yourself as a spoiler, find ways to help them explore their creativity and leaps of logic in healthy ways. Mixing education and imagination is another reason why being a preschool teacher is rewarding.

15.) Job growth on pace with national average. Being a early childhood education teacher can be rewarding if you make a long-term career of it. Fortunately, job growth in early childhood education is on par with the national average of 7%, according to the Bureau of Labor Statistics (BLS). Even though you may not think about this fact on a day-to-day level, it can feel rewarding to know you have a good chance at job security as long as you remain passionate and effective in your role as a teacher. So far, the early childhood education job outlook can be promising, with the right training.  

16.) You can teach them about serious topics in fun ways. You probably don’t think of money as ‘fun’, right? We know, you didn’t become a preschool education teacher to become rich; and that’s a good thing. Teachers can earn a fine living, but it’s not the most high-paying, glamorous profession. But your students should start learning about the concept of money at a young age. You want to help them become responsible, as well as generous and caring towards others. Developing a healthy attitude about money, and helping kids avoid obsessions with material wealth is important in raising kids to exhibit moral behavior. This article from U.S. News and World Report can show you fun ways to teach children about money – without boring or corrupting them!  

17.) You see the results of your work – sometimes instantly. Yet another reason why so many experiences educators say “this is why I love being a preschool teacher.” How many jobs out there show you instant results the moment you perform a task? Very few, quite honestly. Even the biggest businesses that spend millions on data analysis can’t see the results of their marketing efforts as quickly as early childhood educators can see changes in their students. You will lose track of how many ‘ah-ha’ moments you witness as a teacher. In fact, go ahead and start keeping a notebook that you fill with every ah-ha moment you see in a child as they learn. And on those tough days, when you wonder if the efforts you make are really making an impact, you can open that notebook and reassure yourself that you are doing awesome. This can be a nice benefit to the early childhood education career outlook for salary and employment levels in your area.  

18.) Every day brings something new. If you think having a child in the early childhood age range brought new experiences every day, just wait until you have a whole classroom full of curious kids! Every day will bring about a new development, a new funny moment for everyone to laugh at, unexpected challenges – and who knows what else! That’s one of the many rewarding aspects of this job: it teaches you to embrace the unexpected parts of life, and accept the things you have no control over.  

19.) They are hilarious – and honest. There was an old radio show called “Kids Say the Darndest Things” as part of a program that ran through the late 1940-1960’s.  The concept of the show highlighted the funniest things kids said to questions asked by adults. The answers were often hilarious – even if the kids weren’t in on the joke. Even though you should always take your students seriously when they are being honest and vulnerable with you, there will be moments when you can’t believe how hilarious they are. Whether you are doing art projects, writing assignments or playing games, let their sense of humor shine in your classroom. It will make your job more rewarding, and entertaining!  

20.) You get to remember what it was like to be a kid. You know what’s super-awesome about being an early childhood education teacher? You get to act like a kid (when appropriate) too! Being a teacher isn’t about separating yourself from the kids, and bringing them to your level. It’s about exploring their minds, finding out how they learn best, and helping them grasp new concepts so they can develop their unique worldview. This means you will have plenty of opportunities to dive into their worlds and let them lead you where their mind goes. This will remind you how carefree childhood was before the adult world, and the challenges that go with it, crept up on you.  

21.) You can help shape healthy habits. Since your students will likely eat lunch, and a morning and afternoon snack in your care, why not use this meal time to inform them about the importance of nutrition? As a preschool education teacher, you will not only feel good about instilling them with knowledge that helps form healthy habits, but you can impact their overall health for the rest of their lives. It’s much easier for kids to maintain healthy lifestyles as adults if they start off eating well and exercising at a young age. Be that role model in their lives. Trust us, you’ll feel great about it! This is one of the cool benefits of being a preschool teacher.  

22.) You can be their first partner in goal-setting. Probably not the main reason why people say, “here’s why I love being a preschool teacher.” By now, you probably know how important it is to set yearly goals for your students. This will involve setting smaller goals as well with your curriculum. As you break down your daily assignments, weekly/monthly/quarterly goals, think of ways you can include your students in the conversation. That way, they understand the big picture too, and feel like they’re a part of your team. Once of the reasons why being a preschool teacher is rewarding is that you can include your students in your personal goals.

For the visual learners, create a large chart that tracks your progress throughout the year. You can even make it fun, and depict your class in an old wooden ship crossing a large ocean towards an island with treasure. The closer they get to accomplish their goals, the closer the ship gets to the island. You can even attach a real reward, like a pizza party, for the day they achieve their goal. This will help your students understand the importance and power of setting goals and following through. When you consider the salary and early childhood education career outlook, think about these types of details that can enhance your life.  

23.) You can help parents understand the beauty of their kids. Sometimes parents get so caught up in their work, financial stress, and making sure the kids have their needs met, that they overlook the little things about their kids that you notice when you are teaching them. Make sure to communicate with parents what their child’s strengths are, academically and relating to their personalities. It is a good feeling when you reassure parents they are doing a good job. And when you need them as a partner in their child’s development, they’ll be ready to stand beside you. This is one of the ways being a preschool teacher is rewarding.  

24.) They teach you about yourself. We spend so much time thinking about ways we help kids, how we teach them, and how we impact their lives – what about the things they reveal about us? One rewarding aspect of being an early childhood education teacher is how much they can tell us about ourselves, without even knowing it. When you teach your students, be mindful of how you approach them, react to their excitement, worry, fears, and challenges. Think about how you can improve and self-assess to become a better teacher. The last thing you should ever think as a teacher is “I know everything.” There is the old cliché about the student becoming the teacher for a reason. Sometimes, it’s the children that adults should be learning from. With a little humility and mindfulness, you will be able to appreciate that.  

25.) That bittersweet feeling at the end of every school year. We know how exhausting the school year is for all preschool education teachers and administrators. In the thick of the madness, it can seem like an eternity until the end of May/early June arrives. But don’t daydream your life away, counting the days until summer break. Ask any retired teacher if they could have another day or week or month with any of their classes, and they would take it in a heartbeat. The salary potential and early childhood education career outlook can’t tell you these sweet details.

Sure, you deserve a break after working so hard with your students all year, but don’t be surprised if you start feeling nostalgic as soon as the last bus leaves the parking lot on that last day of school. Of course, September always comes back before you know it. Just remember, in the midst of the stressful moments, take a deep breath and remember how rewarding it is when they finally ‘get it’ or tell you how much they appreciate you. When teachers talk about “why I love being a preschool teacher,” you can bet this is one.

When you think about teaching young children, in what ways do imagine feeling rewarded for your hard work?

Please share your thoughts, ideas, and personal experiences with us! You can chat it up with us on social media, or you can leave your comments below.

If you are ready to learn why being a preschool teacher is rewarding, as well as the early childhood education job outlook? We can help connect you with schools that offer programs in education, and will talk to you about the benefits of being a preschool teacher. All you have to do is use our search tools to narrow your options in your state. Good luck on your journey towards a career teaching young children. It is a rewarding career in so many ways. We can’t wait to hear about your success!

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I taught preschool for 15 years. Here’s what I saw: the good, the bad, and the scary.

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My first job as a preschool teacher was at a local drop-in day care where I live in San Diego, California, that also ran a small preschool class. The school was one large, chaotic room with one smaller room for the “preschool” cordoned off by large, primary-colored plastic blocks. I taught for the first time in that tiny room, surrounded by the screaming, happy kids of the drop-in facility. Surely my kids didn’t learn anything in that din, but I loved them, and they were well cared for.

When my son turned 5 and entered kindergarten, I got a job at a typical preschool. The parents at this preschool were mostly lower middle class. I worked six hours a day, and when my son was out of school for holidays, I was able to bring him with me to work. I worked hard at my job and felt awe, at times fear, at the amount of influence I had over the children’s lives, their day-to-day emotional and mental health.

This preschool was typical of the preschools I taught at over the next 15 years, bad and good. Bad: high ratio of children to adult, very low pay for teachers, terrible teachers not getting fired or replaced. Good: joyful recess time outside, lots of story time and creative play, childhood friendships forming, and, often, friendships between good teachers and warm parents.

My time as a preschool teacher has taught me this: Parents cannot rely on preschools themselves, or the state and local laws that regulate the schools, to ensure their children are being treated well. Even at well-run preschools, I’ve seen teachers behave in subtly persistent or outright cruel and, at times, physically harmful ways. The strongest advocates for children are their parents.

Preschool teachers are hard to recruit and retain — and hard to fire, even if they’re terrible

A teacher at one of the schools where I worked early on was known as Scary Mary. This is what the 4-year-olds called her as they clustered in the corners of the playground. She was short, with a black bob, and she smiled ear to ear at the parents. Like a Disney villain, as soon as she was alone in her classroom with the kids, her voice changed from a high chirp to a bark. She maintained a glossy red manicure, and she’d snap her fingers while yelling at the kids. She often reacted to misbehavior with pointed, cruel remarks. An assistant teacher who worked with Scary Mary seemed completely terrified of her; she barely spoke.

Once, I walked by Scary Mary’s open door and saw her pull a child out of his seat. A blond boy who was prone to nose picking and daydreaming had once again let his lunch sit, uneaten, while he talked and giggled. Scary Mary yanked him out of his seat — hard enough that his knees hit the underside of the table — and wagged her finger in his face. “You are a bad boy!” she said. “Do you want your mom and dad to cry because you don’t eat? You want to be skinny and small like a girl?”

I went on my lunch break and made a complaint with the director. She nodded seriously and assured me she would talk to Mary.

A few weeks later, I saw Scary Mary grab another child by the belt loop. He cried as she leaned over him. All I could see was the small hump of her bent back and the rounded curve of his dimpled elbow sticking out.

I cried in the hallway bathroom. I knew that Scary Mary was damaging the children she taught. I also knew that our director was going to try everything in her power to make Mary work out before she would even consider firing her. Firing an employee makes tongues wag; parents talk to each other, and it can make the school look unstable to have turnover. In addition, finding a reliable teacher with enough early childhood development units to teach a class, one who would work the hours needed and who interviewed even fairly well, was very difficult.

At the next preschool I taught at, I observed the director, over a period of a month, interview candidates for the position of the 2-year-old class. This preschool was full of mostly upper-middle-class families, with both parents working high-stress jobs. Most of the interviews took place during working hours, and often the director would walk the possible teacher through the classes, showing her (usually a woman) the classes, introducing the rest of us teachers. One prospective teacher looked at a baby I was holding and joked that he was an “ugly little thing,” and shared how sad it was that not all babies are cute or lovable. “I don’t really like babies anyway,” she said. “Hopefully I’ll get the 4-year-olds.”

I heard many upsetting comments like this from prospective and working teachers. Many teachers feel that other teachers are confidants: They tell us things that would never get said to the parents or the director. After a month, the director finally hired someone. She eventually fired her, after parents repeatedly complained about the chaos and lack of learning in her class. She spent a lot of time texting while the children did worksheets.

The Census Bureau states that 4.8 million children attend organized preschool or day care yearly. The degree to which child care facilities are regulated, and the quality of the care, varies wildly around the United States. It’s impossible to give an authoritative assumption on whether my experiences over 15 years of teaching preschoolers are average. I do know that many other preschool teachers I have spoken to have shared in many of my observations. Steven Barnett, the director of the National Institute for Early Education Research, said in an interview with the Atlantic , “Access to real quality is pretty darn low.”

Barnett went on to say that the odds of a parent without a high school diploma getting her preschooler into a high-quality program is one in 10.

Preschools have tight budgets, and kids don’t always get the one-on-one attention they need

Preschools don’t make very much money. Preschool teachers make even less. The Bureau of Labor Services notes that preschool teachers make an average of $21,490 a year. Directors of preschools can make a livable wage, but their job is extremely taxing. Every preschool director I knew worked more than 40 hours a week, put in hours a week talking with angry or frustrated parents, filled in for absent teachers, planned the holiday programs, balanced the budget, hired and fired employees when necessary, and very often was called to help manage a particularly unruly child. I myself worked 40 hours a week, and even with my husband's additional full-time income we barely squeaked by.

Every preschool I taught at worked under a very tight budget. This meant that when extra help was needed, it could rarely be afforded. Every person working for the school was expected to move into whatever role was needed to make the preschool ratios work. Every state has a law about how many children of a certain age can be in the care of one adult. The ratios for preschools in San Diego are one teacher to 12 students — children 30 months and under have ratios of one teacher to six students.

When you have a child who is particularly difficult, whether repeatedly hitting, screaming, refusing to stay seated, or simply crying, homesick, or with separation anxiety, the teacher has to figure out how to work the class around that child. How do you do circle time with 10 2-year-olds as, day after day, one of the children walks around the room sobbing, clutching his blanket, and knocking on the door?

Child development, compassion, and basic sense tell you that a child like this needs one-on-one attention. The child needs an adult who can kindly and patiently work with her until either the phase has passed or a possible problem has been identified, such as ADD, autism, or severe separation anxiety.

In reality, the daily one-on-one care for a struggling child can rarely occur. Even if a teacher starts out the day holding the hand of a child, pulling the child into her lap during circle time, this can’t hold for the entire day. Teachers go on lunch breaks and 10-minute breaks; they have to set up for nap time; they have to set up and clean up art; they have to help other children too; and often, they have to deal with either diaper changes or potty time.

This is why the director is often called in to assist with a child. I worked for five different preschool directors, and each one of them was fairly good to very good at their jobs, but none of them were particularly great with children. Administrators were good with creating scholastic plans that best benefited each age range of children, good at organizing the minutiae of a school — the paperwork, the state laws to follow, the hiring, the schedule management — but exhibited the long-acknowledged difference between being brilliant in comprehension and brilliant in action. It is the fighter pilot in simulation and the fighter pilot thousands of feet in the air in free fall. It is one thing to learn about calmly helping a child having a tantrum and another to sit, the child's snot and desperation inches from your face, and do it.

Some administrators might be brilliant with their own children, or have been wonderful caregivers in the past, but the addition of the grind of administrative duties and pleasing teachers and parents seems to be the limit, the litmus point where the constant reservoir of patience and connection one needs to be a good preschool teacher runs dry.

One director would handle a relentlessly crying child by sitting her down on a stool and saying sternly, “You are going to stop this nonsense now.” The child would continue to cry (children don’t believe in stopping nonsense — they also don’t believe their emotions are nonsense), and the director would tap away on her computer. One little girl I remember in particular because she was absolutely unmoved by both the director’s stern voice and the hours in the office. She’d cry for so long she’d fall asleep, sitting straight up, mouth open.

Another director would hold the offending child by the hand and announce to anyone she came into contact with that the child was “deciding to be a terrible listener today, making their teacher very unhappy, and so they have to walk around with me instead of playing with toys.” The shame on the child’s face was depressing as hell. I would give an encouraging smile to the child and tell them they could do a better job, and it was okay to be sad but not okay to throw toys, and the director would shoot me an annoyed look for not following script.

Young children don’t always know how to tell their parents something is wrong

What I knew about these and other practices was this: None of this was discussed with the parents, and certainly not in any kind of realistic detail. And none of the children were old enough to think to say, “Mom, Dad, is it okay that I spend two hours a day sitting on a stool and crying?”

Whatever happens to children at this age, I observed time and time again that they accept it. It is not that they like it — they can (and do) scream and cry and mope and mutter — but that they do not have anything else to compare life to. During these years, they have this: home and school. Sometimes a child particularly unhappy at school will make it well known that they don’t want to go to school, because the other option they know is home. They don’t typically recall or express details, such as “I don’t like the way my teacher grabs my arms hard,” or “I don’t like when the teacher says I’m a bad boy.” Some children do, and they are wonderful advocates for themselves. The rest depend on the persistent inquiries and attention of those who love them best.

I took my parenting cues from this experience to heart: Anytime during my children’s preschool years that they expressed unhappiness with school, I always dug deep. I asked many questions on walks, during drawing, during cuddle time at bed, and I listened well. I once had to have a “come to Jesus” moment with the director of a preschool for my own child. My son was in the care of an assistant teacher who had taken an instant dislike to him: It happens. However, her bad behavior didn’t “just happen” — she was allowing herself to act on emotion, and my son had been able to express that he was unhappy at school. After a week of talking to him, he was finally able to tell me that this teacher was in the habit of yanking him out of line, hard, and giving him a little shake, to tell him to stop whispering to his friends.

The director listened, and promised that teacher wouldn’t be in charge of my son anymore. She was not in the same room with him again. I did a few unexpected drop-ins here and there over the next month, and all was well.

The unexpected drop-in is probably a preschool parent’s most potent tool for information on what is happening during their child’s day. Some schools don’t allow this; I would not leave my child at those schools.

Unexpected drop-ins are tremendously underused. The observations made during one can change your child’s preschool experience. One foster mother dropped in on her son and found that his teacher, in the room next to mine, had left him standing in the bathroom with no underwear on, alone, as punishment for pooping in his pants. The mother filed a written complaint and pulled him out of the school. I was grateful, because it had been obvious to me that this teacher had taken a great dislike to this little person, but there wasn’t anything concrete to point to until the mom dropped in.

If there are problems that you don’t know about, the drop-in might be the only way to spot them. Dropping in can reveal discipline measures you weren’t aware of, or a fear of your child’s you didn’t know he was carrying (the little toilets!), or her habit of barely eating lunch and then throwing the rest away.

It can be difficult to find time for a drop-in. I struggled with it, as I worked and attended school and my husband worked full time as well. I found a couple of ways around this: I used my rare day off work, when my child still attended preschool, to drop in; I had both my husband and my mother take a turn to unexpectedly drop in for an early pickup; I made acquaintance with other parents in my child's class and asked them if they could let me know how my son was doing when they picked up their child — a virtual drop-in.

Another construct to connect parents to their children in preschool or day care is the webcam, installed directly into classrooms. Some child care centers offer this device, which has mixed reactions. Some parents love the cameras for the connection it gives them with their child and the feeling of security that comes from knowing there is a “watchful eye” on their child’s classroom situation. However, bathrooms and changing tables are almost always off limits to the camera, as sometimes are outside play areas. In addition, there are privacy and security concerns about the ability of hackers, as well as less devious situations, such as a parent who logs in at a library and leaves before logging out. Plus, these cameras do not include sound, so the context of what a parent is viewing can be lost.

The power of a parent’s unexpected drop-in

All I saw and heard over the 15 years I taught preschool impressed on me deeply that an involved parent is enormously powerful. Some parents fear that being too involved will make the teachers treat their child less kindly out of annoyance, but the opposite is true. The directors and teachers need the parents to be happy. They need the children to stay enrolled at the school.

Parents who make it politely clear that they are listening and watching closely as a caring parent, and then who actually do so, can be guaranteed that all those looking after their child will be — consciously or not — more attentive to the experience of that child.

I was able to care for my son, and then a daughter, and then another daughter, in their little years because I was a preschool teacher. Being a mother made me a better preschool teacher, and being a preschool teacher made me a better mother. My teen daughter knows: I still believe in the power of an unexpected drop-in.

Maggie May Ethridge is the author of Atmospheric Disturbances: Scenes From a Marriage (Shebooks, 2015) Her work appears in Rolling Stone, t he Guardian, Guernica, t he Week, Cosmop o litan , and more. Her novel, Agitate My Heart , is in edits.

First Person is Vox's home for compelling, provocative narrative essays. Do you have a story to share? Read our submission guidelines , and pitch us at [email protected] .

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19 Top Ideas for a “Why I want to be a Teacher” Essay

Here are the 19 best reasons you would want to be a teacher that you can include in your essay:

• To help children learn more effectively.
• To ensure children have positive mentors.
• To improve children’s lives.
• To help future generations solve the problems of today.
• To help the future generations become good citizens.
• To inspire future generations to create a more equal world.
• To give back to the community I grew up in.
• To be a part of helping my community thrive.
• To be a part of my community’s decision-making processes.
• Because you have the patience for working with children.
• Because you have compassion for children.
• Because you want to learn from children.
• Because you’re enthusiastic about learning.
• Because you are a generous person.
• Because you’re interested in learning how to teach difficult students.
• Because you’re interested in learning how to work with difficult parents.
• Because you’re interested in learning diverse strategies for teaching,
• Because you’re interested in learning to master classroom management.
• Because you’re interested in learning what works and what doesn’t in teaching.

The ‘Why I want to be a teacher’ essay is all about showing you have thought in-depth about what a teacher does and what their role is in society. It’s also about showing you think you’d be a good person to conduct that role.

The 9 Tips are split into five categories. You can scan this whole post or browse through the categories here:

This essay is hard to get right.

Most students write the exact same thing as one another with the same old cliché statements like “because I love kids” (ugh, wrong answer!). If you do this, your teacher will just give you an average grade (or worse).

You need your essay on “why you want to be a teacher” to be different – indeed excellent – so it stands out for your teacher.

I’ll show you how.

Why should you listen to me? Well, I’ve been teaching university students in education departments for 8 years. In that time I’ve marked several thousand essays by people aiming to become teachers. I know what essays get top marks and which ones are average. I also know exactly what mistakes students make that make their essays seem … dull.

So, let me get you started out by introducing 19 points that you should make in your essay on why you want to be a teacher. I’ll break these 19 points down into 5 separate categories. Check them out below.

Read Also: Is Being a Teacher Worth It? (Why I Quit a Good Job)

1. Definitely do not say “because kids are fun”. Do this instead.

The word ‘fun’ is a big red flag for markers. Too many people want to become teachers because they think it would be a fun profession. Or, they might think that they want to help children have fun . No, no, no.

This is an incorrect answer in your essay about why you want to become a teacher.

Yes, teaching is fun a lot of the time. And it is really nice to see students having fun based on activities you’ve set for them.

But society isn’t paying you to have fun, or even to make children have fun. You’re not going to be a child minder, aunt, uncle or clown. You’re going to be a professional who has a bigger social purpose than having fun.

Now, a lot of students say to me “But, students learn more when they’re having fun.” Sure, that might be true – but it’s not a central reason for teaching.

If making learning more fun is genuinely a reason why you decided to become a teacher, then you need to frame it in a way that shows the importance of teaching for the good of students. Here’s three better ways to say ‘because kids are fun’; for each on, we can start with “I want to become a teacher because…”:

• I want to help children learn more effectively. You could say something like: …When I was in school, learning was hard and I therefore hated teaching. There were a lot of teachers who seemed uninspired and uninterested in whether their children are learning. I was inspired to become a teacher so I could help children like myself to learn in ways that are engaging, motivating and inspiring.
• I want to ensure children have positive mentors. You could say something like: …Many children in the world don’t have positive mentors at home. A teacher is often the one person in a child’s life who is a stable mentor that the child can lean upon. I chose to become a teacher because I believe all children need a positive mentor that instils in them an interest in the world and a belief that they can make something of themselves.
• I want to improve children’s lives. You could say something like: …Being a teacher will give me the power to make children’s lives better. Learning opens doors to new opportunities, ways of thinking and paths in life that children wouldn’t have had before me. I am inspired by the idea of helping a child who is sad, uncertain and lacks confidence to see their own potential for creating a fulfilling life for themselves.

All three of those ideas still skirt around the idea that helping children have fun is something you want to see happen, but they also point out that there’s something deeper here than the idea that children should have fun: they should have fun for a reason. That reason could be so they learn more, develop an interest in the world, or see that their lives are full of potential.

Note that in my three examples above, I never used the word ‘fun’: it’s too much of a red flag for your markers.

2. Explain how teaching helps the world! Here’s how.

Have you ever heard someone say that ‘Teaching is a noble profession’? Well, it is. And this is something you really should be talking about in your essay on why you want to become a teacher.

Your teacher will be impressed by your understanding that teaching is a profession that keeps the world turning. Without teachers, where would we be? Probably back in the dark ages where people couldn’t read or write, technology wasn’t advancing very quickly at all, and people mostly lived in ignorance of their world.

So, being a teacher is has a bigger social purpose. As a teacher, you’ll be an important piece of society. You’ll be one of the army of tens – no, hundreds – of thousands of people helping future generations to propel our world towards better days. Below are some ways teaching helps the world. You can start these off with “I want to become a teacher because…”

• I want to help future generations solve the problems of today. Being a teacher gives you the opportunity to propel students to greater heights. The children in your classrooms will be the people who solve climate change (oh, goodness, I hope so!), create the technologies to make our lives more comfortable, and get us out of the ecological, economic and political messes we seem to have gotten ourselves into!
• I want to help the future generations become good citizens. There’s a concept called the ‘ hidden curriculum ’. This concept points to the fact that children learn more at school than what’s in the tests. They also learn how to get along, manners, democratic values and the importance of sharing. These soft skills are more than just a by-product of education. They’re incredibly important for showing our students how to get along in our society.
• I want to inspire future generations to create a more equal world. A lot of what we talk about at school are moral issues: what’s the right and wrong thing to do? How do our actions ensure or hinder equality of races, genders and social classes? As a teacher, you will be instilling in children the idea that the decisions they make will lead to a more or less equal world. And of course, we all want a more equal world for our children.

These points are some higher-order points that will help you teacher see that you’re becoming a teacher for more than ‘fun’. You’re becoming a teacher because you see the noble purpose in teaching. If you do this right, you’ll surely impress your teacher.

3. Discuss your commitment to community. Here’s how.

Teachers are at the center of communities. Parents take their children to school, drop them off, then go to work. They busily get on with their jobs: architect, shop assistant, nurse, builder, and so on… Then, they all come back at the end of the day to collect their children from school.

School is one of the few things that brings all of these different members of a community together. Parents gather around the pick up location to gather their kids, and there they stand around and chat about sports and politics and community issues.

School is at the heart of community.

And you, as a teacher, will be one of the respected members of that community: there to serve all the members of the community by helping to raise their children with the values of the community in which you live.

You can talk about this as a central reason why you want to be a teacher. How about you start off with: “I want to become a teacher because…”

• I want to give back to the community I grew up in. You could say …I grew up in a close-knit community where we all looked out for one another. Being a teacher will give me the opportunity to give back to my friends and mentors in the town who need someone to raise their children who they trust will do a great job.
• I want to be a part of helping my community thrive. You could talk about how you are from a growing community that needs good quality, respectable people who will educate future members of your community. As a teacher, you will be at the heart of ensuring your local town remains a great place to live.
• I want to be a part of my community’s decision-making processes. Teachers hold a certain authority: they know how students learn, and they usually have a very deep understanding of what is best for children in order to ensure they thrive. You can talk about how you want to become a person with deep knowledge about the children in your community so you can help guide you community’s decisions around how to raise their young people.

Note that in this group of ideas, ‘community’ represents the close-knit town in which you live, whereas in point 2, I talked about ‘society’, which was the bigger picture of the future of our nation or world rather than just your town.

4. Discuss the personality traits you think you can bring to the role. Here’s how.

You should show how you have reflected on the requirements of the role of teaching and thought about whether you have the personality traits that are required.

Why? Well, you need to be able to show that you know what being a teacher is all about… and that you think you’d be good at it.

So, let’s dive in to 5 personality traits that teachers have, and how you can show you have those traits:

• Patience. Patience is an enormously popular skill for teachers to have. You’ll have kids who just don’t understand concepts one iota, and you’ve got to sit there and work with them until they get it. It’s tedious, let me tell you!
• Compassion. Patience and compassion go hand-in-hand. If you don’t feel empathy for the kid who’s struggling super hard at learning, you’ll get pretty mad and just give up. You might also say some mean things to the kid! So, compassion is really necessary if you want to become a good teacher.
• Open minded. Teachers always need to be learning new things. We often talk about the importance of learning with students more than directly teaching If you set a student a task, you’ll be sending them out to gather as much information on the topic as possible. They’ll often come back with new knowledge and you will want to praise them for teaching you something new.
• Enthusiasm. Let me tell you, when it’s Wednesday afternoon in the middle of a hot school week and everyone’s depressed and flat there’s one person to rally the troops: you! Teachers need to wake up every morning, put their happy face on, and march into the classroom with boundless enthusiasm. It’ll motivate your students and make them feel welcome in the learning environment.
• Generosity. You need to be generous with your time and praise. You need to be constantly thinking about the students in your care and doing anything you can to help them learn, instil in them a love of learning, and give them the confidence to try anything. Teachers need to be very generous people.

There’s a ton more traits that make a good teacher that you can talk about. These are just a few. Go forth and learn more, and add them to your essay!

5. Conclude with the things you still need to learn. Here’s how.

One more thing: good teachers are constantly learning. As someone studying to be a teacher, you need to remember that there’s a long way to go before you have all the answers. Heck, I’ve been a teacher for nearly a decade and I’m not even half way towards knowing everything about being a good teacher.

So, conclude your essay by highlighting that you understand what the role of a teacher is in society and the key competencies required of a teacher; but then go further and mention your enthusiasm to learn more about the profession over the coming years.

Here’s 5 things you can mention that you still need to learn:

• How to teach difficult students. Some students hate school – mostly because of their terrible experiences in the past. You need to learn to get through to difficult students, and this takes time and patience to learn the art of inspiring the uninspired.
• How to work with difficult parents. Oh boy, you’ll have a lot of these. You can highlight this as one of the key things you want to work on in the coming years: again, you’ll need to draw on that skill of patience (as well as the skill of diplomacy ) when it comes time to deal with an angry parent.
• Diverse strategies for teaching. There are a lot of different ways to go about teaching. Over the years you’ll pick up on the various strategies and tricks different teachers have to help children learn.
• Classroom management. This is one of the hardest things young teachers need to learn. And really, it just takes time. Discuss how this is something you want to focus on, and how you’ll use mentors to really work on this skill.
• What works and what doesn’t. Great teachers have this intuitive knowledge about what works and what doesn’t, all based upon their deep experience and trial-and-error. The only way to learn to teach is to do it. Over the coming years, you’ll be learning about this. A lot.

You’ll only need one or two paragraphs on this final point, but it’s a great way to end your essay on why you want to become a teacher. It’ll show your humility and eagerness to take on one of the noblest professions in the world.

If you want to learn to write a top notch conclusion, you might also like my post on the 5 C’s Conclusion method .

Before you finish up your essay, you might want to check out my awesome posts on how to improve your essays, like these ones:

• How to write a killer Introduction
• My perfect paragraph formula , and
• How to edit your essay like a pro .

I promised 19 thoughtful points to make in your essay about why you want to be a teacher. Here they are, all summed up in one final list:

• Say you want to help children learn more effectively.
• Say you want to ensure children have positive mentors.
• Say you want to improve children’s lives.
• Say you want to help future generations solve the problems of today.
• Say you want to help the future generations become good citizens.
• Say you want to inspire future generations to create a more equal world.
• Say you want to give back to the community you grew up in.
• Say you want to be a part of helping your community thrive.
• Say you want to be a part of your community’s decision-making processes.
• Say you want to share your patience with your students.
• Say you want to share your compassion with your students.
• Say you want to learn from your students (be ‘open minded’)
• Say you want to share your enthusiasm for learning with your students.
• Say you want to share your generosity with your students.
• Say you’re interested in learning how to teach difficult students.
• Say you’re interested in learning how to work with difficult parents.
• Say you’re interested in learning diverse strategies for teaching,
• Say you’re interested in learning to master classroom management.
• Say you’re interested in learning what works and what doesn’t in teaching.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

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Interview Questions and Answers to help you Ace your Interview!

• Interview Questions

Why do you want to be a Teacher? 13 Example Answers

• Posted by by Emily Adders
• February 4, 2023

Why do you want to be a teacher? This is one of the most commonly asked teacher interview questions out there, and it’s one of the trickiest ones to answer as well.

In theory, any aspiring teacher should be able to answer this question with relative ease, but from my experience, this isn’t always the case.

If you find it difficult to explain why you want to be a teacher , here are some key points you should emphasize in your interview:

• Your desire to help students succeed.
• Your enthusiasm and dedication to teaching.
• Your love of working with children.
• Your ability to inspire students.
• Your willingness to go the extra mile for your students.
• Your commitment to helping bridge the gap between classroom instruction and real-world experience.
• Your aspiration to become a role model for students.

Here are 13 example answers you can use as a basis to answer “why do you want to be a teacher?”. As always, try to add your own unique touch to whichever answer you like.

1. “I believe teaching is more than just imparting knowledge; it’s also about instilling values and inspiring enthusiasm for learning. I am devoted to the idea that all students should have access to quality education and I’m determined to help them reach their full potential. ”

2. “I want to be a teacher because I believe in the importance of education for creating a better society. Teaching provides me with an opportunity to shape young minds and inspire the next generation to become productive, successful citizens.”

3. “I’m a teacher because I love working with children and watching them grow. I find it incredibly rewarding to see a student’s face light up when they finally understand a concept or have success in an area where they were struggling.”

4. “I want to be a teacher because I believe that every child deserves to have access to quality education, regardless of their background or economic situation. Teaching provides me with an opportunity to make sure that all students are given the right tools and knowledge to achieve success in life.”

5. “I’ve always had a passion for teaching and I want to share my knowledge with others in order to help them reach their goals. I believe that education is the key to a successful future and I want to do my part in making sure every student has access to quality education.”

Related: 11 qualities of a good teacher.

6. “I am passionate about helping students learn and grow, both academically and personally. As a teacher, I have an opportunity to make an impact on young people during a critical time in their lives by teaching them important life skills and providing guidance that will help shape their future.”

7. “I love being around children and inspiring them to reach for the stars! I believe that a good teacher has the ability to motivate students, bring out new talents, and instil a lifelong passion for learning. This is what motivates me to pursue a career in teaching.”

8. “I believe that education is a right, not a privilege, and I want to do my part in creating equal access to quality education for all students. Being a teacher allows me to become an advocate for those who are underserved and underrepresented in our educational system.”

9. “I have always been interested in working with children and teaching felt like the perfect match for my skills and interests. I am excited by the prospect of helping children reach their full potential and guiding them in their pursuit of a successful future.”

10. “I believe that teachers play an important role in creating a better future through education, and I want to be part of that process. As a teacher, I have the opportunity to make a positive difference in the lives of my students and help ensure that they have access to quality education.”

11. “I am motivated by the idea that teaching provides me with an opportunity to mould young minds and shape our society for the better. Teaching is about more than just imparting knowledge; it’s also about inspiring enthusiasm for learning and instilling values that can last a lifetime. ”

12. “I want to be a teacher because I believe in the power of education to make our world a better place. I am passionate about helping students learn and discover their potential, while also providing them with the encouragement they need to strive for success.”

13. “I have always been passionate about learning, and teaching helps me share this passion with others. I find great joy in being able to help my students understand difficult concepts and grow academically. Working as a teacher is an incredible privilege, and I am excited to work with students of all ages.”

Related: Why should we hire you as a teacher?

Wrapping up

Whether you are passionate about teaching, have always dreamed of being a teacher, or simply believe that it’s the best way for you to make a difference in the world, it’s important to express your motivations clearly and honestly.

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Teacher interview questions answered: Why do you want to be a teacher?

Each of us has some values, ambitions, fears and worries . These things determine to a huge extend our career choice , though we should realize that the ambitions and fears are also determined by something–our upbringing, role models, things we experienced in our childhood. You can talk about all these things when the hiring committee inquires why you want to become a teacher , or when they ask you a similar question, for example “ What attracts you to teaching? “, or “ Why did you choose teaching as a profession? ” But what do they really want to hear from you?

First and foremost, they want to hear some enthusiasm in your voice . They want to feel that, regardless of the reasons why you opted for a teaching career, you are enthusiastic about your future, your teaching mission at their school. And they also want to hear a strong enough reason, something profound , since the strong motivation will help you get over difficult days in the classroom. And such days will undoubtedly come…

Let’s have a look at 7 sample answers to the question. The list contains some standard choices, but also a couple of strange and unconventional answers . Try to pick one that resonates with your values, and clearly explain the reasons why you want to be a teacher, and teach for many years to come.

7 sample answers to “Why do you want to be a teacher?” interview question

• I chose teaching as a professions because I love the impact one can have on individual children , especially here at elementary level. Of course it’s a great responsibility , but at the same time I cannot imagine devoting my life to something else, especially since I love being around children –which is likely the second reason why I want to be a teacher. In my view, teaching is more a mission than a job really, especially in the uncertain times we live nowadays. I cannot wait to start working as a teacher.
• I want to become a teacher because I believe to have the right skills, abilities, and attitude to become a good teacher. And I enjoy teaching, talking to children, listening to them , trying to understand their emotional world, and be a good role model for them. At the end of the day, we should do a job in which we see some meaningful purpose . I know that I could earn twice as much working in some big corporation analyzing some data or sitting at a computer programming another mobile application, the billionth on the app store…. But I just don’t see a point in such type of work. Teaching is a completely different story.
• I just want to share my vast knowledge of history and geography with the students. I’ve been doing research in these field for years, publishing papers, going to conferences. At this stage of my professional career, however, I feel that I should hand the ball to the younger generation . It is time to share my knowledge with them, and perhaps have them better understand certain phenomenons of the modern day . History is the best teacher in this case, if you can look at it without prejudice. The proposition of helping them to see these things is highly motivating to me.
• To be honest with you, my ultimate goal is to become a school principal , or even to establish a small private elementary school. But I am still young and inexperienced , and need to learn a lot from seasoned professionals. And I cannot see a better place than your school, which has an excellent reputation and renowned leadership. That’s why I want to work as a teacher here.
• My goal to pay back a big favor attracts me to teaching as a profession . When I was young I struggled to find my place in life. I was a sort of an outsider, always attracted to strange ways, spending times with other outcasts. Had my episode with drugs, skipping school, and everything. But one teacher saved me from a path that would eventually lead me to a lie on the street. They showed huge confidence in my abilities , and they treated me as an equal. Certain things they said to me, and their trust, motivated me to change my ways completely. I became an excellent student, managed to quit drugs and  lousy lifestyle, and eventually graduated from the university. Nothing of it would have happened, however, had I not met that one teacher… Now it is my time to help other struggling youngsters find their way. Or at least try my best to do so.
• To be honest, I am very concerned about the situation in the world. The inequality of people, the widening gap between the rich and poor, the conflicts we have all around. And I do not believe that some Messiah from heaven will come and save us . We people are responsible, and education is the most powerful weapon we have in our hands–if used correctly. I want to help educate children, especially in rural areas. Help them develop the right values, the sense of self-worth, and of course an ability to think critically and question the religious and political leaders . In this way I can play my small role in helping to make the world a better place. Maybe it is just a drop in the ocean. But even the biggest ocean consists of nothing but water drops…
• Teaching is a calling I’ve been following from a young age . I am not sure if I can explain it clearly, why teaching, why not social work, or healthcare. But sometimes you just hear this voice in your head, this calling in your soul, and you know that something is the right thing to do , or the right goal to follow. That’s how I have always felt about teaching, that’s the reason why I chose my school, and ultimately the reason why I sit in this interview with you right now.

Conclusion, other tough questions for your teaching job interview

Teaching is a mission, a calling. Sometimes a pleasure, and sometimes a cross you carry on your shoulders . As long as you know why you do it, however, why you are a teacher and not a manager, engineer, or doctor, you will always get over the difficult period, or over some bad words you may hear in the classroom, or even from fellow staff members.

Ensure the hiring committee that you have your reasons, that they are deeply rooted in your heart, and you won’t quit the profession after first few months. And remember that stories are the best interview answers . Narrating a story of a teacher helping you in your young age, doing something that eventually changed the course of your life, is a great idea. If you have such story, share it with your interviewers.

And if you want to simplify your interview preparation , check out my new eBook the Teacher Interview Guide , for brilliant answers to all 40 teacher interview questions (+ more). Thank you!

Other interview questions that may interest you :

• What are your strengths and weaknesses as a teacher?
• Teacher interview – Tell me about yourself .
• Where do you see yourself in five years as a teacher?
• Teacher interview – Tell us more about your teaching experience.
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Preschool Teacher Interview Questions and Answers (Updated for 2024)

• brightwheel
• ECE career growth
• Preschool Teacher Interview Questions and Answers

Whether you are a new preschool teacher looking for your first role or an experienced educator trying to take the next step in your career, preparation is key to secure a position in this rewarding field.

An interview for a preschool teacher position is not only an opportunity for potential employers to get to know you, but also a chance for you to showcase your skills, passion, and dedication to early childhood education.

In this article, we'll dive into the essential steps you need to take to prepare for a successful interview, from researching the organization to highlighting your qualifications and demonstrating your teaching philosophy.

Sample preschool teacher interview questions and answers

An interview for a preschool teaching job will consist of a variety of questions. These questions will touch on your compatibility with the school, motivation, professional background, and early education philosophy. Learn more below about why employers ask these kinds of questions and how to prepare your best answers.

Questions about your compatibility with the school

The best dynamic for a school and a teacher happens when both parties are happy. Interviewers will ask the following questions to determine whether you are a good fit for their program. The intention is to simply get to know you, how you work with others, and what you’re looking for in a school. 

Tell us about yourself.

This is the opening line for many interview processes, mainly because it is a great way to start a relaxed conversation. This open question is your chance to show your communication skills by telling the part of your story that hiring managers will not find in your resume. When talking about yourself, make sure to share: 

• Information about your background and academic achievements 
• Details about relevant work experience 
• Any remarkable event in your professional life (for example, changing career paths or getting a promotion)
• Why education is important to you

When talking about yourself during a preschool teacher job interview, tell a story about your education, your experience in a classroom setting, and your accomplishments. Remember that this is just one of many questions, so the interviewer will value a concise, organized answer even though the question is broad.

What are you looking for in a new role?

Your interviewer wants to know your expectations, how you talk about them, and if their work environment can be a good place for you to grow. Also, it is essential to see that you are setting expectations for your future job opportunities and not just applying to all the teaching positions you find.

In your answer, choose a statement that reflects your values and shows assertiveness without being too specific. An example of this can be: “I am looking for a position that will allow me to use my skills and experience to make a difference in the lives of young children.”

Do you have any short-term goals for your career?

Short-term goals are the kinds of things you want to accomplish in the next few months. Whatever your short-term goal is, make sure it's realistic and attainable within a reasonable amount of time, and that it is aligned with values and expectations that the company can find valuable.

When you share your goals also share some of the steps that you are taking to achieve them. This shows that you are proactive and can make a plan to reach a desired outcome. An example answer for this question might be that you want to improve a specific skill or learn more about a particular topic. 

How do you collaborate with other teachers to build activities that help children learn?

Collaboration is essential for any organization. When framing your answer, talk about ways you have collaborated with other teachers in the past and the outcomes of your efforts.

If you don’t have previous teaching experience or have never collaborated with other teachers, find one specific topic that requires collaboration between different subjects, choose an activity to approach that topic, and explain how this approach can benefit children. 

How do you handle conflict in the classroom?

Preschool teachers need to be able to efficiently deal with conflict or challenging behavior in the classroom. The first several years of education are crucial for a child's development, and their ability to resolve conflicts and problem-solve are some of the skills they learn during this time.

Be prepared to answer this question during an interview by discussing your strategies for conflict resolution and giving clear examples of times when you’ve encountered any challenging behaviors. 

What are the main elements and resources that you use to support your lessons?

If you have previous teaching experience, consider what tools you have used in the past, explain the results that you accomplished, and why you want to incorporate them into your lessons in this new role.

If you are a new teacher, choose a tool that you think can be helpful for children and support this with deep research about the results that other teachers have had with that. You must not only name tools and resources, but also explain how you would include them in your lessons.

Questions about your motivation

Being a teacher can be a tough job, regardless of what age group you work with. Employers want to understand why you chose this career path and what makes you continue on it. Seeing your passion reassures them that you will show up to work and give your best each day.

Why did you decide to be a teacher?

When an interviewer asks why you decided to pursue a teaching career, they will be evaluating your core professional values. Hiring managers are looking for more than just someone who has great qualifications; they want someone who fits their school's culture.

Honesty is the key. You can use any defining moment that made you think that teaching was the path for you, even if it doesn’t seem big enough. It could be right before college when you tutored children in your free time and you decided to pursue your degree in education. Or it could be later, once you had already finished your degree and you got your first job. This answer needs a strong storyline for interviewers to follow so they can evaluate both your communication skills and how much you value your profession.

How do you define and measure success?

This is a really personal question, as success can look very different for everyone based on what we prioritize and what makes us feel proud of ourselves. Try to stick to a quick answer, maybe one or two sentences, that summarizes your professional and personal values while also reflecting that you are willing to work towards more.

An example of a good but concise answer is: “I feel successful when I’m able to accomplish professional goals while keeping myself healthy and happy. Balance is, for me, an element that needs to be a priority when we define success.”

Why do you want to teach preschool children?

This is the moment where you can talk about all the reasons you chose preschool teaching instead of, for example, working at an elementary or high school. Don’t talk about why you avoided the alternatives, but instead focus on your choice. 

Focus on what makes teaching preschool children unique, and what makes you awesome at it. You could share some insights about the importance of early literacy development, or how you enjoy working with children that are always curious and eager to learn more about their surroundings. Try to make the answer short and detailed by choosing one or two reasons why you want to teach preschool children. 

A good example might be: “I love working with preschool children because they're so full of potential. In my experience, it's amazing to see what they can do when given the right tools and support, and I'm hoping to bring that same sense of wonder and excitement into my classroom.”  

Why should we hire you for this role?

This is the moment to sell yourself. This question is usually asked towards the end of the interview, after the interviewer has asked questions about your background, your teaching practices, and skills.

Use this question as an opportunity to be direct and talk about the knowledge and experience that make you a valuable asset to any organization. Also, explain how your values relate to those that the program prioritizes so they know that you will fit into the school’s culture.

Questions about your professional background

Your potential employer will likely have already seen your résumé, but that doesn’t give the full picture of your professional skill set, experience, and education. They may ask you more in-depth questions to get a better understanding of who you are and what you offer. An interviewer will also be interested to hear your reflections on your experience and education. 

What is your greatest professional accomplishment?

This is the time to share about when your professional skills paid off or were recognized and rewarded. When talking about a specific professional achievement, you want to create authority and credibility by showing that your skills and knowledge have led to great results in the past.

A professional accomplishment can be anything from a promotion, a job offer, or even a time when you approached a task without experience and achieved a successful outcome. If you don’t have previous teaching experience, you can share an academic win instead. Make sure to not only name the event and the results but also why that made you proud. 

A good answer might be: “My greatest professional accomplishment was when I received a job offer for a teaching position after being a substitute for less than two months. According to the principal, my communication and time management skills showed that I was ready to take on more responsibilities, and that made me feel proud of my work ethic.”

How has your education prepared you for your career?

This is the moment to share how much you value your education and how your degree helped shape your professional skills. 

A good answer could be: “For me, education has always been an enriching journey that helps people shape who they want to be in the future. By pursuing my degree, I learned how to share my love for education with children, how to communicate with them effectively and efficiently, and what to expect when starting my professional career.”

What adjective would you use to describe yourself as a professional?

For this question, choose an adjective that reflects a professional skill that any employer will value in a teacher. Also explain why you chose it, and how it has helped you get to where you are now. Be mindful and realistic, without losing the ability to go deep into the topic.  

For example, you could choose the word “ determined ” and give an example of how you always work to find a solution to a problem and never give up.

What are your strengths and weaknesses?

This is a common interview question, but it is also one of the hardest to answer. When talking about your strengths and weaknesses, make sure to: 

• Talk about the weaknesses first, so you can finish the answer with the positive aspects of your professional profile.
• Focus on characteristics that are related to the professional aspect of your life.
• Use anecdotes and past experiences to illustrate them. For example, talk about a time when your good time management skills allowed you to meet an important deadline in a previous job. 
• Don't just talk about yourself! List your strengths by talking about how they relate specifically to the position or organization you're interviewing with. For example, you could say: "I'm great at working with children who are struggling," or "I'm good at coming up with creative ways to engage young children."

Sharing a strength can be easy, but talking about weaknesses can be difficult. When you share a weakness, make sure to also talk about how you’ve been working to improve it. Most people would prefer to highlight their strengths, but this is the chance to show your self-awareness and your ability to improve. 

Questions about your early education philosophy

A preschool may have an overall approach to learning but allow for supplemental approaches in individual classrooms. The following questions will help your interviewer understand what unique teaching philosophy you use in your classroom. 

Tell us about your teaching approach.

Your answer to this question will tell the interviewer if your teaching approach is aligned with the values and practices at their program. If an interviewer asks you about your teaching approach, have a clear and concise idea summarized in a few sentences that includes what you want children to learn and how you develop your teaching strategies to achieve that.

What do children need during their preschool years?

When answering questions related to children's needs, you must show not only a deep understanding of the developmentally appropriate milestones children are expected to meet at this age, but also a commitment to helping them achieve progress toward those goals.

This is where you can highlight your knowledge about specific activities you would implement that support children in their development. It is also important to mention that every child develops in their own way, and that your approach also takes each child’s unique needs into account. 

What do you learn about your children to ensure you’re the best teacher?

Teachers need to understand both what their class needs as a group and what each child needs individually. Every child has different strengths and weaknesses, which means teachers must know how to accommodate these differences if they want each child to succeed. In order to answer this question, focus not only on what you want to learn about them but also on how you will achieve that. 

A good example of a short but effective answer can be: “I focus on what motivates each child when it comes to asking questions and finding answers to them. I want all of them to build a healthy relationship with learning and thinking, so I always share different creative projects that give them a place to engage with concepts at their own pace.”

What do you think are the major benefits of free play for young children?

If you are a preschool teacher, you need to be involved with well-known teaching practices and understand the value behind them. Free play is a method that allows children to explore their surroundings by doing what they do best: play. This gives them the time to come up with their own questions and answers, but also make important mistakes that will help them shape their cognitive skills.

If the interviewer poses this question, explain the main concept behind this method to show that you have done your research, and then explain why you find it helpful and how you would prioritize it during your classes.

How do you promote family involvement?

Childcare programs prioritize frequent communication with families to keep them aware of how their children’s education is progressing. Sometimes connecting with families can be a challenging task that gets lost in the enormous amount of responsibilities that a teacher has; this is why an interviewer wants to see that it has a place in your priorities. 

A good answer will show that you understand how important family communication is and that you have actionable steps that will help you bring that into your schedule. For example, maybe you have experience with documenting daily reports for families, or have contributed to a monthly newsletter that features updates on the center. Be sure to use specific examples of what you’ve done in the past and how they could be translated to a new work setting. 

If you have used communication apps like brightwheel , you can highlight how this tool simplifies communication with families and increases engagement with your program. Being able to share milestones, photos, and videos with families in real-time keeps families involved in their child's education and builds trust in the early education program. 

What do you think is one of the most difficult things children are facing today?

This question is a way for you to demonstrate how you empathize with children and understand what they need. This question is not only about how conscious you are about children's struggles but also how willing you are to come up with solutions.

A good way to answer this question is to choose a well-known problem. If you choose to talk about bullying, talk about how it affects children and what teachers can do to promote respectful interactions between children. Talk about the importance of teaching preschool children to be kind and empathetic to each other when engaging in different learning situations. 

Sample questions to ask at a preschool interview

Remember that interviews are not only about answering questions, they're about asking questions, too! Asking questions demonstrates interest, so you can use this opportunity to show how committed you are to this role and how engaged you have been during the interview process.

When asking questions, start with a clear statement based on the previous research that you have done. After that, ask anything related to the challenges that they have faced as a center or the expectations that they have for new teachers.

Avoid questions about their history, because those are details that you can find out during your research stage. Instead, you can use those as an interesting starting point. For example, you could ask: 

• I know that your center has a strong focus on early literacy development and inspiring children to think critically about what they learn. How do you expect new teachers to incorporate this in their lessons?
• As a teacher in your program, will I be involved in curriculum updating and reviewing stages? 
• What do you expect new teachers to achieve during their first few months? 
• Can you describe your school’s onboarding and training process for new teachers?
• What assistance or support does this school provide for its teachers? 
• Do you offer any professional development or educational opportunities for your teachers?

FAQs about preschool teacher interviews 

How many people will be interviewing me.

The number of interviewers can vary from program to program. Typically, one person who is in charge of making hiring decisions will conduct interviews and other team members, such as teachers, may also be involved in the interviewing process.

What do I need to bring with me to a preschool teacher interview?

Bring copies of your resume, references if you have them, and a notebook and pen to write down any notes or questions that come up during the interview. It's also good to have one or two questions ready to ask in the end.

Will I need to show how I teach?

If a school calls you back for a second interview, it may be so they can see your teaching style firsthand. An interviewer could either have you step into an existing teacher’s class for a very short lesson or give you a role-playing scenario. If they are doing the former, you will likely know ahead of time and be able to prepare. 

What can I do to impress the interviewer from the beginning? 

Do your research and know important details like the company’s core values and the names of your interviewers. Show up on time and be prepared to ask thoughtful questions about the job you are interviewing for.

What if I don’t have the right experience or education for the job I want?

Remember, if you have been asked to do an interview, that means the school is interested in you as a candidate. Don’t be discouraged if your résumé doesn’t fit the exact qualifications they are looking for. Highlight your experience, education, and your unique strengths or skills and how they fit well in the role. 

What should I do after the interview?

Your potential new school is likely interviewing multiple candidates for one open position. It’s important to do everything you can to make yourself stand out. After your interview, send a short follow-up email to your interviewers. In the message, thank them for their time, remind them why you’re a great candidate, note what you like about their school, and let them know you’re looking forward to hearing from them soon. 

Master your preschool teacher interview

The key to a successful interview is to be prepared and honest. Research your potential employer and prepare your responses to commonly asked questions, so you don’t leave anything out when it comes time to interview. Your preparation will show your interest and enthusiasm for the job, leaving a positive impression on the hiring team.

Brightwheel is the complete solution for early education providers, enabling you to streamline your center’s operations and build a stand-out reputation. Brightwheel connects the most critical aspects of running your center—including sign in and out, parent communications, tuition billing, and licensing and compliance—in one easy-to-use tool, along with providing best-in-class customer support and coaching. Brightwheel is trusted by thousands of early education centers and millions of parents. Learn more at mybrightwheel.com.

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5 Reasons You Should Become a Preschool Teacher

February 13, 2019  |  4 Min Read

Give a child a promising start in their education through your role as a preschool teacher — just one of the many careers in child development available for education professionals. Preschool teachers are responsible for educating and caring for children 5 and younger who are not yet in kindergarten.

Subject areas might include language, motor, and social skill development, according to the Bureau of Labor Statistics (BLS). Because young children learn through play and problem solving, preschool teachers use these techniques frequently in their lessons. It is also critical that these education professionals understand child development, both physical and social.

Here are five reasons to pursue this rewarding career path.

1. Early Childhood Education is a Growing Field

The BLS projects occupational growth for educators who specialize in early education. In fact, the BLS estimates an 18 percent growth in employment for preschool teachers through 2030, a rate much faster than the national average for all occupations. Demand for early childhood education teachers is assisted by a continued focus on early childhood education outcomes.

In addition, the BLS reports that job outlook for preschool and childcare center directors is projected to grow 11 percent , which is faster than the national average. The demand for preschools and the professionals who manage them is expected to remain strong.

Preschool teachers can work in a variety of settings. The top employer of preschool teachers is child day care services, which employ 64 percent of preschool teachers according to the BLS. Religious, professional and civic organizations employ 11 percent, while elementary and secondary schools employ another 7 percent, the BLS reports.

2. You Will Support the Personal, Academic and Social Development of Children

Children need certain skills before kindergarten, especially in terms of their academic, social, and emotional development. Kindergarten readiness begins in preschool – sometimes sooner – and is important for a child’s academic success later down the road.

Preschool teachers help support a child’s personal, academic, and social progress during a crucial stage of brain development. Preschool teachers focus on basic competencies in the classroom, including:

• Social and emotional development
• Physical development
• Language and literacy
• Mathematical thinking
• Scientific thinking
• Social studies

Supporting preschool children in these developmental areas will ensure they are prepared and ready for future academic experiences.

3. You Will Be a Role Model to Young Children

Preschool teachers are central role models in a young child’s life. Early childhood educators support children during a pivotal time of academic development and personal growth. Preschool is often a child’s first time away from their parents for an extended period. It can be intimidating for young children; however, as a positive and calm preschool teacher, you can help alleviate some of the stress and anxiety often associated with this milestone.

Preschool is an opportunity for children to regularly engage and socialize with their peers. As a teacher, you facilitate relationship-building exercises that help children bridge social gaps to make new friends and establish social skills.

4. Every Day is Unique

At this age, children learn best when they are having fun. Preschool teachers get to create entertaining, engaging, and creative classrooms that promote learning as well as social, cognitive, and emotional development. In fact, every day brings unexpected learning experiences when you become a preschool teacher.

Learning milestones are broad and educators must look for ways to incorporate multiple subject areas into a single lesson. Creativity is an important skill for preschool teachers. You might act out a storybook one day and create a U.S. map using dried pasta noodles the next. The key is to make sure all activities are educational and help children to progress in their academics, social skills, cognitive skills, and emotional development.

5. You Have a Passion for Early Education

Teachers of all grades are valuable to society. Early childhood teachers work with children at the start of their educational journey and help them to understand and attain some of the most basic and foundational academic, social, cognitive, and emotional concepts. If you have a passion for education and enjoy working with small children, a career as a preschool teacher could be right for you.

How to Become a Preschool Teacher

Earning an undergraduate degree in child development is your first step if you decide to pursue a career as a preschool teacher. A bachelor’s degree will improve your job prospects when searching for careers because it shows employers that you have specialized training in child development, learning theories, and more. CSP Global offers an online Bachelor of Arts in Child Development program designed to help you gain these skills in a flexible environment designed for your success.

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Why I Want to Be a Teacher

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Published: Mar 18, 2021

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School for Thought: Why Study Early Childhood Education?

Early childhood education is one of the most important and impactful careers you can pursue. And if you ask any early childhood educator, they’ll likely tell you how much they love what they do.

Right now, you might have a passion for working with children, and a love for all the wonder they carry. Still, you may be wondering if teaching, or early childhood education in general, is the right career path for you. As you consider your future (and your college degree), “why” is always a critical question to ask.

For some, the love of children and knowledge-sharing is reason enough to pursue an early childhood education degree . However, if you are still asking yourself “why,” keep reading. Below Goodwin outlines some of the top reasons to study early childhood education today.

• It is a very rewarding field, where you can truly make a difference.

Perhaps the top reason people choose to pursue early childhood education is the personal reward and satisfaction that it brings. Early childhood educators have the very real opportunity to make a difference in young lives, and also influence future generations. They get to ensure that children get off a good start in their lives and in their learning. They get to teach students things that they’ll carry for life. They get to help children explore and succeed, and witness incredible achievements like, “I did it!” in the end.

Children want to learn anything and everything. They want to be able to do things themselves—a big part of growing up. Early childhood educators get to watch these children grow, and help them realize their potential along the way.

As we talked about in a previous article , the younger years are some of the most critical in a child’s life – In fact, the most rapid period of brain development is from birth to age 8. Early childhood educators have the very important job of working with children during this rapid developmental phase. The impression and the impact that early educators have on children during these years is unparalleled.

• Early childhood education is a very hands-on and creative career path.

When you walk into an early childhood classroom, whether it’s a Head Start program or a Reggio Emilia preschool setting, you can usually expect to see a room blossoming with creativity and inspiration: there is color, there is art displayed on the walls, there are materials that can help students create and visualize their learning. Not everyone can say they work in a place like this.

And as an early childhood educator, you can expect to be fully involved in the creative happenings throughout the classroom. In fact, you might be the one creating that curriculum as part of your role. On top of that, you might find yourself creating materials for a lesson, making bulletin boards for parents, or planning decorations for the classroom. In the classroom, you might find yourself building blocks, counting jellybeans, playing with nature, and/or painting with children. Early childhood educators have the benefit of working right alongside children in a very stimulating environment, which they’ll often say helps to “bring out their inner child.”

• The career outlook is bright for early childhood educators.

There is always – and will always be – a need for education. If you are looking for an in-demand career, with opportunities now and in the future, early childhood education is a very viable option. According to the Bureau of Labor Statistics, early childhood educators and workers can expect a bright job outlook:

• Preschool teachers can expect 10% growth in employment nationwide (faster than the average for all other occupations)
• Kindergarten teachers can expect an 8% rise in job opportunities nationwide by 2026
• Over 84,000 jobs will become available nationwide for childcare workers
• Preschool and childcare center directors can expect employment to grow 11% over the next several years

Job security, and the opportunity for advancement over the years, is a key reason why someone will pursue a certain career path. For early childhood educators, the need, the security, and the room for growth are all there already, and will continue to be there for many years to come.

• There are an array of job options within the field.

Not only is the field of early childhood education constantly growing and expanding, it also provides an array of opportunities for those just starting out. When you choose to study early childhood education, that does not mean you are choosing a single career like a preschool or daycare teacher. Rather, the field stretches far beyond that. Within early childhood ed, you can pursue careers such as:

• School readiness teacher (or assistant teacher)
• Family resource worker
• Infant, toddler, or preschool teacher
• Paraprofessional
• Child specialist with the DCF
• Curriculum coordinator for young children
• Early childhood director

There are many reasons to become an early childhood educator today, and these four just scratch the surface. If you have a passion for working with children, if teaching is your calling, or if you simply wish to find a secure career that you love, early childhood education might just be the answer. Now you just need to take the steps to get there.

To become an early childhood educator today, you must have a postsecondary degree in a related field. Some careers require a bachelor’s degree in child study or ECE, while others require an associate degree in early childhood education. You can learn more about the career requirements here . In terms of skills, there certain qualities a great childhood educator will have – patience, understanding, humor, good communication, and creativity are just some of the few. Do you have what it takes?

Learn more about studying early childhood education in Connecticut by contacting Goodwin College at 800-889-3282. You may also visit us online to request more information.

Goodwin University is a nonprofit institution of higher education and is accredited by the New England Commission of Higher Education (NECHE), formerly known as the New England Association of Schools and Colleges (NEASC). Goodwin University was founded in 1999, with the goal of serving a diverse student population with career-focused degree programs that lead to strong employment outcomes.

It’s Not Just a Job, It’s a Profession

• Posted May 28, 2019
• By Katie Bacon

On a frigid winter morning in Boston, a group of prekindergarteners gathered on a cozy rug in their bright classroom at the Baldwin Early Learning Pilot Academy, five of them pretending to be snowmen melting in the sun. All of them sang together: “Five little snowmen standing in a row, each with a hat and a big red bow. Out came the sun, and it stayed all day. One little snowman melted away.” One child collapsed to the floor, mimicking a melting snowman, then crawled over to the rest of his classmates. The lead teacher asked them how many snowmen were left. “One! Two! Three! Four!” they shouted, punctuating each number by jumping in the air. “How many snowmen have melted?” “One!” The song continued.

Without fully realizing it, the children were practicing math skills and language skills through rhyming, all while having fun singing, jumping, and dancing. Even less obviously, the teachers were working with the children on social dynamics too — things like negotiating who got to be the last snowman standing. It was a small moment, but for the teachers, there was a lot backing up a scene like this one. All of the Boston Public Schools early education teachers have a set curriculum they can draw from. They receive coaching on that curriculum, professional development, and time to reflect on their practice with others — to figure out what’s not working and how to adjust it.

The argument for high-quality preschool programs like the one at the Baldwin is becoming stronger and stronger over time. Over the past several decades, research has shown that good preschool programs for three- and four-year-olds can have significant positive effects on children’s literacy, language, and mathematical skills; and on their ability to regulate themselves and interact successfully with peers. Two important decades-long longitudinal studies, the Carolina Abecedarian and Perry Preschool Projects, have shown effects not just on academic skills but on life outcomes. The students enrolled in these intensive programs, over time, have been more likely to complete school, have earned higher wages, and have been less likely to commit crimes or use drugs.

Policymakers and researchers, including those at the Ed School’s Saul Zaentz Early Education Initiative , are also coming to understand that the early childhood years, before children go to kindergarten, represent a “sensitive” period when children’s brains are both more receptive to positive learning environments and more vulnerable to negative experiences than at any other time. However, in a 2007 paper put out by the Center on the Developing Child at Harvard University and the National Scientific Council on the Developing Child, the authors highlighted “a persistent tolerance in our society for poor-quality care and education in the early childhood period” even though “research shows that staff knowledge and skills are among the most important determinants of the impact of early childhood programs.”

As those words suggest, there’s a wide gap between the importance of a high-quality education during the preschool years, the knowledge that teachers are the main drivers of quality, and the willingness of our society to invest in those teachers. As the Zaentz Initiative points out, only two in 10 children have access to a high-quality early education experience.

When it comes to salary, the median wage for all childcare workers is $10.72 per hour, according to the National Association for the Education of Young Children (NAEYC), and includes home care providers and preschool teachers in all settings. “These suppressed wages come at a significant cost to taxpayers,” the organization reports. More than half — 53 percent — of workers in the industry receive public assistance of some kind to support their own families.

Meanwhile, in most states the only requirements for teaching young children are a high school degree and a background check. While there is debate over whether having a bachelor’s degree should be required for early education teachers, experts agree that teachers do need a base of knowledge about brain development, along with many other skills, including the ability to teach using play, to support children at different stages of development, and to spur the complex thinking and problem solving young children are capable of with the right scaffolding. As Rhian Evans Allvin, the CEO of NAEYC, puts it: “You can’t pluck someone off the street; they have to know how to capitalize on this phase of life. There’s a pedagogy for early learning that requires professional preparation.”

According to a 2016 report by the Center for the Study of Child Care Employment, “our system of preparing, supporting, and rewarding early educators in the United States remains largely ineffective, inefficient, and inequitable, posing multiple obstacles to teachers’ efforts to nurture children’s optimal development and learning, as well as risks to their own well-being.”

Or, as Lei-Anne Ellis, who is the early childhood director for the city of Cambridge, says, “You’re asking teachers to be educated on child development, on math and science, and to have enough background knowledge to feel comfortable teaching them to children. And you’re expecting them to clean up, do menu planning, and curriculum planning for peanuts. To me it verges on the insane. And yet, we know that the first three to five years are key to children’s development. If you believe that, why aren’t you giving the early educators better pay?”

Amy O’Leary, who directs Early Education for All, a campaign of Strategies for Children, and is president of the naeyc governing board, agrees that there’s a gap between what the research tells us and what we’re willing to invest. “We as a society don’t believe the research because if we did, we would change the way we spend money. The brain development research is very strong,” she says.

But as she sees it, the public’s willingness to invest is slowly changing, in cities and states across the country. O’Leary pointed to a recent announcement by the governor of Rhode Island, Gina Raimondo, that pre-K was her issue and every four-year-old in the state could have a spot. “We didn’t hear governors saying those things before, so we certainly are climbing up a hill of public understanding, but I think we still have a long way to go.”

Katy Donovan, the director of Harvard University’s network of childcare centers, sees this gap with parents, too. “I want so hard to believe that there’s an increasing understanding of the value of quality early childhood, but for so many families, this is such a short-term problem,” she says. “It’s a three- to five-year problem: Who’s going to take care of the kids, who gets to go to work today.”

The preschool system in the United States is diffuse, running the gamut from private programs with very low teacher–student ratios that cost upwards of $2,000 a month, to free preschool education built into local public school systems, to community-based preschools in the local YMCA, to a family program in a grandmother’s living room. Within that system, the quality of the programs varies widely.

Suzanne Bouffard, the author of The Most Important Year: Pre-Kindergarten and the Future of Our Children , and a former researcher at the Ed School, says that given the range and number of preschool programs state to state, “to some extent it’s impossible to answer how many kids are in the types of programs we’d like them to be in,” but points to two longitudinal studies that sampled programs over time in a range of different states. The basic takeaway, as she described it, was that there was “a small number of great programs, a small number of terrible programs, and most of the programs are somewhere in between, in the mediocre range.”

There are also radical differences in pay and benefits. Boston’s preschool teachers, for instance, are on the same pay and benefit scale as teachers in the K–12 system ($59,100 for a first-year teacher with a master’s degree). By comparison, the median hourly wage for all preschool teachers in the state in 2017 was $15.71 (71 cents more than the state’s new minimum wage).

Winifred Hagan, an expert in early childhood education who is an associate commissioner in Massachusetts’ Department of Higher Education, calls this bifurcated system “really problematic. In the public schools you can make a living wage and have benefits, but in the other systems you can’t; there’s no equity or parity. People are at poverty wages, which doesn’t exactly incentivize them to increase their qualifications.”

The current bifurcation of preschool grew out of a historical split between nursery schools and lab schools on the one hand, focused on educating young children for a few hours a day, and the childcare industry on the other, focused on providing parents with a place where their children could be while they worked. Hagan describes how this second category was tied into three social-welfare efforts when the government wanted to encourage women to enter the workforce: during World War II, when the men were off fighting; the War on Poverty, when Head Start was created; and the welfare to work movement of the 1990s. In all three cases, Hagan explains, the qualifications and wages of workers entering the childcare system were depressed, in order to create a larger pool of workers to choose from while keeping the cost of childcare down. Hagan sees a direct line from these policies to the bifurcated situation of today.

Over time, society’s expectations for what preschool can and should be have evolved more quickly than the early education system itself, explains Anita Moeller, the deputy commissioner for program administration in the Massachusetts Department of Early Education and Care. “When the state was supporting childcare through programs like welfare or wic, it was so parents could go to work, not so children could learn. As we’ve learned more about the development of the brain and about the support families need, people’s understanding has grown, but the infrastructure hasn’t grown with it.”

Building a strong infrastructure is the goal of many in the field, as a way to buoy the lives and experiences of both children and teachers. One of the groups thinking strategically about how to transform the profession are the people at the Zaentz Initiative, led by Professors Stephanie Jones and Nonie Lesaux . They argue that while there’s significant data showing that high-quality early education can shape people’s lives in a positive way, there’s little science to guide us on the specific ingredients that lead to such care.

As a way to identify those ingredients, the Zaentz Initiative is conducting a population-based study of nearly 5,000 three- and four-year-olds and their child-care settings, a representative sample of all those in Massachusetts. Lesaux points out that while smaller studies have been done of formal settings such as the preschool classrooms within the Boston Public Schools, this study is the first of its kind in that its goal is to study the whole range of childcare settings.

“There’s been a series of small-scale studies of the very formal center, like the Boston Public Schools’ approach to doing it in classrooms. But if you think about it, it’s a little boutiquey,” she says. “The issue is that many kids are not even in those settings to begin with. So if we’re going to try to both improve and scale the system, at least the research needs to reflect the kinds of places where kids actually are.”

At a time when many states and cities are working to radically expand their systems for early childhood education, including Massachusetts; Illinois; Washington, D.C.; New York City; and Denver, Lesaux argues that “you need to link the science to the policy in order to get this right.” But right now, she continues, “the expansion plans are really missing the improvement piece, which is, how do we do this really well, and when we expand, how do we simultaneously improve on this?”

In a December 27, 2018, piece for The Washington Post , Jones and Lesaux described the kind of features they’re trying to identify with the study. “What types of caregiver–child interactions and routines promote young children’s early social-emotional growth across all of the different setting types?” they write. “And how do caregiver competencies such as their use of language and their ability to manage their own emotions impact children’s growth and development? In turn, how might what we learn about these features — the critical ingredients — inform scalable solutions that best complement our nation’s rich cultural, linguistic, economic, and programmatic diversity?”

Many experts believe that the key to raising the level of early education lies in thinking carefully about how you elevate it to a true profession.

“I don’t think that the world has yet fully understood or embraced the idea that to get to a system that actually works, that lives up to the science and works for families, that we have to take an approach that is about professional support and professionalizing the workforce,” Jones says. “There’s still a kind of ‘let’s get the right curriculum for the kids’ as opposed to ‘let’s build the right system for adults who have the competencies to do the work.’”

She explains that the Zaentz Initiative’s approach to building teachers’ competencies is to train and develop leaders in the field (directors of centers or groups of centers, policymakers, and others who influence the working conditions of educators) in the science of early learning and how to apply it to early learning settings. “If you are trying to build capacity, individual teacher by individual teacher, you would be making an important but tremendous investment in a very piecemeal approach. But if you target leadership and strategic decision-making, you are influencing the system through a funnel that potentially reaches many, many more and has a little bit more durability or sustainability in the system.”

Allvin, CEO of NAEYC, agrees that a major tool for raising the quality of the system is to address the status of the adults who teach in it. “The floor of quality should be such that parents can choose from either high quality or high quality. Right now, the cost, wages, and quality all don’t match up. There’s great evidence that quality really matters, that it really differentiates outcomes. And having a professionalized workforce is key to that quality.”

What would building the right system for adults mean in practice? What would raising up the profession mean? One widespread idea is that in order to be really recognized as a profession, the field needs to have an overarching structure, with accessible and clear “on-ramps” to different levels. In the field of medicine, for instance, doctors, physicians assistants, nurses, medical assistants, and more all work in the same place, but they get to their positions by following different pathways, which are well-defined and carefully regulated. The exact training they need for each level is clearly delineated and transferrable from place to place within the United States.

For early childhood education on a national level, for example, NAEYC is working on a program called Power to the Profession, in which teachers could be certified at three different levels, drawing from the same core competencies but at different depths. In Massachusetts, Hagan pointed to the state’s Career Pathways Grant encouraging community colleges to expand offerings in professional development and certification — in other words, to “figure out on-ramps” for those in the field.

One such on-ramp would be a coordinated pathway to an associate’s degree in early education, which would involve a handful of online courses in foundational topics that would be accessible and affordable for people in the field. Two cities in Massachusetts have been testing out programs that expand access to high-quality programs while providing more professional supports for teachers than they otherwise would have, as well as drawing some outside funding into the system. Cambridge is in the third year of a pilot program through which families are offered need-based scholarships to private preschools in the city. As part of the program, the centers may sign on for their teachers to receive a significant amount of professional development, including free classes, helping them to work their way up in the field. In its first year, Cambridge gave 23 scholarships to children at eight different centers. Next year, the program will expand to 60 students at 16 sites.

Ellis, who is running the program for the city, points out that “what we do around the professionalization of the field is quite unique in the sense of we give people the coaching, the mentoring, the communities of practice, and free professional development.” It’s one small way of addressing a large systemic problem and offers a model for how people can advance in the field in a way that’s both affordable and accessible.

Donovan, with Harvard University’s network of childcare centers, which are part of the scholarship pilot program, argues that offering a path for professional advancement benefits not just the teachers but the students as well.“I know so many people who have said, ‘I would stay forever if I could.’ Finding a way to sustain our workforce would allow us to increase quality all over the place. If I could find a teacher and train him or her and have him stay, that option is so much stronger than having people come in and come out,” she says.

Christina Denis, who is a quality coach in the Cambridge program and formerly directed a center, talked about the important role of ongoing professional development in the classroom.

“I think one of the biggest things we emphasize to our teachers is that the only way we’re going to get there in terms of feeling like this is a profession is to treat it that way ourselves,” she says. “If teachers don’t get that opportunity for professional development, all they have at the end of the day is  their own ability to self-reflect and say, ‘okay what happened in my day today? How can I improve on that tomorrow?' And you need skills to be able to do that. Because it can be challenging.”

The city of Boston has gone a different route, creating a link between their well-established public preschool program and local community centers that provide childcare. Funded by a federal Preschool Expansion Grant, the program provides year-round tuition-free schooling for four-year-olds whose families live below the federal poverty line. The program has provided coaching, professional development, and, importantly, higher salaries for teachers while at the same time letting them draw on the curriculum, infrastructure, and expertise of Boston’s well-regarded system.

According to Jason Sachs, executive director for early childhood in Boston Public Schools, the city is hoping to significantly expand the partnership. As he describes it, “We have two tracks: Some community centers are ready to work with us. Others, we’ll make an investment in raising the quality through professional development and leadership training, working with the University of Massachusetts and other schools to help provide that education.”Sachs recognizes that public preschool programs may not be right for all children — for instance, parents may need more childcare hours or want a smaller setting for their children. But the goal is that the quality of the experience is consistent. “If the child is not going to go to the Baldwin [School] and their family chooses Head Start, we should make sure that Head Start offers the same quality experience. That’s the commitment.”

There are several arguments, from both the family perspective and the worker perspective, for a mixed-delivery system, drawing on many types of settings. While public schools provide a strong infrastructure and can support higher levels of pay, most public school principals don’t have experience in early education, and the pressure that public schools feel to teach to the test can filter down even to the preschool level, to the detriment of young children’s learning experiences.

“Principals are under a lot of pressure to prove that children are producing outcomes,” Sachs says. “So they look for the easy things for children to produce. If you ask kids important questions, give them the room, time, and space to really provoke their thinking in meaningful ways, they produce great stuff, but teachers need time to document it, and it’s not in the form of quick, constrained skills.” In addition, while it’s obviously good that public preschools are able to pay teachers at a higher level, that pay level pulls teachers from other parts of the system as teachers with bachelor’s degrees migrate toward the higher-salaried jobs.

Ellis says of her experience working with centers in Cambridge, “In our 15 sites, there are three programs looking for teachers of three- to five-year-olds; they can’t find them with a BA willing to work for this salary. You raise the quality of our teachers and you lose them, so there’s high turnover.”

Lastly, early education workers, particularly those who work in community-based centers, are more diverse than any other group of educators in the United States. Maintaining and creating a vibrant ecology of high-quality community-based care is one way to support this vulnerable part of the workforce.

As Bouffard explains, “There’s a really valuable and vital workforce of people, mostly women, staffing those community centers who are reflective of the communities they serve, so a lot of them are not necessarily college-educated; many come from low-income backgrounds; many are immigrants; many have a primary language other than English. And we don’t want to unintentionally decimate that workforce.”

Hagan agrees and argues that part of finding a workable solution to the problems in our childcare system will be building an educational system that takes these workers, their needs, and their skills into account.

“We don’t want to change the tremendous asset of the diversity of this workforce. They are a good match for our youngest citizens,” she says. “We don’t want to put up standards that serve as barriers. Instead, we should focus on competency-based education and being able to assign a value to what people already know and do.”

Policymakers in this space talk about the “childcare trilemma” — trying to find that very difficult balance of quality, compensation, and affordability. “It’s a three-legged stool,” Denis explains. “You want teachers to get paid well, parents can only provide so much, so the third leg is the quality piece.”

Many argue that the only way to provide high-quality care in a consistent way is to subsidize the system, whether through local funds, state funds, or federal funds — or probably some combination of all three. As Allvin of naeyc puts it, “What we know is that parents can’t pay more and educators can’t be paid less. We have to make a fundamental decision about the marketplace of early learning. If indeed our society wants kids to have a fair shot at quality education, then we believe the public sector plays a role in that marketplace.”

Some, like Anita Moeller of Massachusetts’ Department of Early Education and Care, talk of how different the landscape would be if early childhood education were considered a right, as is K–12 education in this country.

“If early education was an entitlement, and if the funding was there to support it as such, we would be in a different place,” she says. “I sympathize with parents who try to support their kids as best they can; I sympathize with programs trying to support parents as best they can with what they have. We have to combine all our answers.”

Lesaux points out that there is already a good deal of public money and investment going into the system of early childhood education.

“Every year, across every state, millions of dollars are spent on childcare in one way or another, through the federal dollars and the state dollars,” she says. “They are pushing out licenses, pushing out grants to improve quality, pushing out workforce development to improve strategies, investing in more slots, more contracts, and more vouchers for low-income families.” It’s a matter of really understanding the marketplace and using the funds in a smart, strategic way.

But it also may be about drawing on new sources of funds. Hagan points out that businesses benefit when their employees have high-quality childcare to rely on, yet they are not asked to pay into the system.

“This workforce really matters to the economic future of Massachusetts and the country,” Hagan says. “This industry makes a great deal of other work possible. There’s got to be a mechanism for the businesses and corporations that benefit to pay into the system.” Wherever the funds come from, Amy O’Leary of Strategies for Children and naeyc argues that there’s been an increasing awareness in her field that the way to strengthen the system is to focus resources on early educators themselves.

“The question is, if we spend more money to support educators, will we see better outcomes for children, more stability for families? And will this partnership between community-based programs and the public schools materialize?” she says. “And I would say yes, yes, and yes.”

KATIE BACON IS A WRITER WHO HAS WRITTEN FOR THE ATLANTIC , THE NEW YORK TIMES , AND THE BOSTON GLOBE .

Ed. Magazine

The magazine of the Harvard Graduate School of Education

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Why I Want To Be An Early Childhood Teacher Essay?

As an AI language model, I do not have personal preferences or desires. However, I can provide information on why someone may want to become an early childhood teacher. Early childhood teachers play a crucial role in shaping the future of young children. They have the opportunity to create a positive and nurturing environment that fosters learning and development.

By becoming an early childhood teacher, one can make a significant impact on a child’s life and help them reach their full potential. Additionally, teaching young children can be a rewarding and fulfilling career, as it allows individuals to witness the growth and progress of their students. It also provides opportunities for creativity and innovation in lesson planning and teaching methods. Overall, becoming an early childhood teacher can be a fulfilling and meaningful career choice for

Why did you choose to become an early childhood educator?

As early educators, we have the chance to link families with community resources and support systems that can help them flourish. Moreover, we get to work in a fun environment that caters to the playful nature of young children. Although our job requires a lot of hard work, it can also be enjoyable and rewarding.

Why do you love being a preschool teacher?

Teaching preschool education comes with a sense of pride and honor. As a teacher, you are responsible for nurturing and guiding the youngest and most vulnerable members of our society. You have the opportunity to help them learn and develop into responsible individuals while ensuring their safety. This responsibility is significant, and it is one that will undoubtedly bring you a sense of fulfillment and satisfaction.

Why do you want to become a childcare professional?

Many individuals opt for a career in childcare due to their love for working with children. Perhaps they have grown up with numerous siblings, relatives, or younger family members to care for, or they have gained experience as a babysitter over the years and feel that this is the perfect foundation for a fulfilling career.

Why do you want to be a teacher essay example?

As an aspiring teacher, my ultimate goal is to enhance the lives of children. I believe that education is a powerful tool that can positively impact a child’s future. By providing them with the opportunity to learn, I can open doors to new possibilities, broaden their perspectives, and guide them towards a brighter future. Through my teachings, I hope to instill in them a love for learning and a desire to pursue their dreams.

Ultimately, I want to make a difference in the lives of children and help them reach their full potential.

Why do you love being a teacher?

As an educator, witnessing the growth and development of your students is one of the most fulfilling aspects of the job. Whether it’s the moment when a student finally comprehends a challenging concept or when a child masters a new skill, the joy that comes from seeing their eyes light up with newfound knowledge is truly priceless. Teaching is a profession that brings a great sense of pride and accomplishment.

How will you describe yourself as a teacher in the future?

“I am an advocate of mindfulness and believe in the power of meditation to improve one’s well-being. By practicing meditation, individuals can experience a reduction in stress levels and an increase in overall happiness. As someone who values personal growth, I find it fulfilling to see others benefit from this practice. Research has shown that meditation can have a positive impact on mental health, including reducing symptoms of anxiety and depression.

As an adult who may be experiencing high levels of stress in daily life, incorporating meditation into your routine can be a game-changer. It’s never too late to start and the benefits are worth it.”

What is the best answer to tell me about yourself as a teacher interview?

As an educator, I possess a positive and energetic demeanor that allows me to connect with my students. My teaching style is adaptable to cater to the diverse needs and abilities of all learners. Additionally, I am a knowledgeable and industrious teacher who strives for excellence in my profession. My commitment to achieving high standards in education is unwavering.

How would you describe yourself as a preschool teacher?

Aspiring preschool teachers should possess a range of qualities to excel in their role. Patience, organization, and creativity are essential to maintain daily routines and create engaging activities for children. Additionally, problem-solving and effective communication skills are crucial to address any issues that may arise and effectively communicate with parents and colleagues. With these skills, I am confident that I can help children develop important skills in your preschool.

How do you vision yourself as a teacher?

As an educator, my goal is to instill a passion for learning that lasts a lifetime. I strive to design lessons that are not only stimulating and authentic but also relatable to my students’ daily experiences. Ultimately, my aim is to make a tangible and positive impact on the cognitive, social, and personal development of every student in my classroom.

What makes you unique as a teacher?

Every teacher possesses a distinct blend of qualities that sets them apart. It is this uniqueness that makes them exceptional. While every teacher is unique, most great teachers possess a combination of essential qualities such as passion, inspiration, humor, respect, and resourcefulness. These qualities enable them to connect with their students, inspire them to learn, and create a positive and engaging learning environment.

What is your mission in life as a teacher?

As an educator, it is crucial to foster an environment that promotes both individual and collaborative learning. This involves encouraging positive social interaction among students, as well as active engagement in the learning process. By doing so, students are more likely to feel motivated and invested in their education. As a teacher, it is important to recognize the unique needs and learning styles of each student, and to create a supportive and inclusive classroom that allows for growth and development.

Where do you see yourself in the next 5 years as a teacher?

In half a decade, my vision for myself is to be a proficient and self-assured educator who possesses a deep comprehension of both teaching techniques and the subject matter I impart. I aspire to have established significant connections with my pupils and peers, having accomplished numerous triumphs in regards to student education and development.

How do you handle misbehaving students?

How do you answer what motivates you.

When answering the question “what motivates you?” it’s important to be honest and specific. Think about what drives you to succeed and what makes you passionate about your work. It could be a desire to help others, a love for learning and personal growth, or a sense of accomplishment from achieving goals. You can also mention any past experiences or challenges that have motivated you to work harder.

It’s important to show enthusiasm and a positive attitude when discussing your motivations, as this can demonstrate your dedication and commitment to your work. Remember to tie your motivations back to the job you’re applying for, and how they align with the company’s values and goals.

What are your strengths as a teacher?

As a teacher, effective communication is essential to your success. You are constantly interacting with parents and students, so the ability to express your thoughts and ideas clearly is crucial. Empathy is also a vital trait for teachers to possess. Understanding and relating to your students’ emotions can help create a positive and supportive learning environment.

By honing your communication skills and cultivating empathy, you can become a more effective and impactful teacher.

What makes a teacher special essay?

A great teacher possesses a wealth of knowledge, particularly in their area of expertise. They continuously strive to expand their knowledge and provide insightful answers to their students. In addition, a good teacher is like a trusted friend who is always there to lend a helping hand in times of trouble.

How do I write I want to be a teacher?

If you want to become a teacher, there are several steps you can take to achieve your goal. First, you should research the requirements for becoming a teacher in your state or country. This may include obtaining a degree in education or completing a teacher certification program. You should also gain experience working with children, either through volunteering or working in a related field.

Additionally, it’s important to develop strong communication and organizational skills, as well as a passion for teaching and helping others. Finally, you may want to consider joining professional organizations or attending conferences to network with other educators and stay up-to-date on the latest teaching techniques and trends.

What are the good qualities of a teacher?

Good teachers possess a variety of qualities that make them effective in their role. Firstly, they have a passion for teaching and a desire to help their students succeed. They are patient, understanding, and empathetic, and they take the time to get to know each student individually. Good teachers are also knowledgeable in their subject matter and are able to communicate complex ideas in a way that is easy for students to understand.

They are organized and prepared, and they create a positive and engaging learning environment. Additionally, good teachers are open-minded and willing to learn from their students, as well as from their colleagues. They are committed to ongoing professional development and are always looking for ways to improve their teaching skills. Overall, good teachers are dedicated, caring, and effective

How do I see myself 5 years from now as a teacher essay?

In 5 years, I see myself as an experienced teacher who has achieved a high level of success in both academics and student engagement. I aim to have established a strong rapport with my students, by creating an encouraging learning environment where ideas can be exchanged freely and explored deeply.

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Confessions of Teachers: Why I Love Teaching Preschool

Posted On May 14, 2018

We are going to let you in on a little secret; preschool teachers love their jobs. And why wouldn’t they? Teachers are some of the most important professionals in the world. Sure, it’s rewarding.

And, yes, they shape the minds of the future. But what are the not-so-well-known reasons preschool teachers choose to spend their days with three, four, and five year olds? Keep reading for the little-known highlights of teaching preschool.

Kids Love To Learn

This could be the coolest part about teaching preschool. When children are young and starting to learn, they are willing participants in the education process with you. They want to learn about the world just as badly as you want to teach them. Children at that age aren't cynical or defensive about learning new things. Unfortunately, this often changes with age.

You Learn Something, Too

Another rewarding aspect of being an early childhood education teacher is how much they can tell us about ourselves, without even knowing it. Their reactions help teachers self-assess to become a better teacher, and think about how to improve. Plus, most teachers spend time outside of the classroom research and learning new techniques to incorporate in to lesson plans.

Every Day Brings Something New

If you think having a child in the early childhood age range brought new experiences every day, just wait until you have a whole classroom of them, Every day will bring about a new development, new challenges and something funny to laugh at. Curious kids are hilarious. You never know what will come out of their mouths. Preschool teachers embrace the unexpected parts of life, and celebrate it.

Experience Things For the First Time

Early childhood education teachers often get to experience groundbreaking moments with their students. You may be the first person to see a student tie his shoe, or you may be there when a young one finally learns to write her name correctly. Happy moments like this give you fuel to charge ahead on even the most challenging days.

Job Security

Teachers typically don’t have to worry too much about job security. Teachers are always needed. Some school districts even find it hard to fill open positions they have. According to the Bureau of Labor Statistics,  job growth in early childhood education is right in line with the national average of 7%,.

Make A Difference

Teaching in tough, but it is worth if when you see the influence you make on students’ lives. Teachers often share stories about students who come back to thank them after several years away. It will amaze you to see how quickly they grow into adults and start making their own way in the world. And when they do, they will remember you, and thank you for setting them up for success. You’ll touch innumerable lives through your time in the classroom.

If you think being a preschool teacher will be rewarding, contact Athena Career Academy. Our Early Childhood Education program will teach you how to educate, encourage, use positive guidance, and inspire children from birth to age eight. Call 419-329-4075 to start on the path to your new career.

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Ask the Expert: Why is a Preschool Education Important? ‘When Children Attend High-quality Pre-K Programs, They Get a Really Great Boost in Early Skills That Set Them Up for Success in Elementary School,’ Says Assistant Professor Michael Little

This is part of the monthly  “Ask the Expert” series  in which NC State College of Education faculty answer some of the most commonly asked questions about education.

Early childhood is a critical time when a child’s brain is highly impacted by the contexts and environments that surround them. It is for that reason that NC State College of Education Assistant Professor Michael Little, Ph.D. , says a preschool education is important for all students who are able to attend.

“Oftentimes, when children attend high-quality and effective Pre-K programs, they get a really great boost in early skills that set them up for success in elementary school,” said Little, who studies policies and programs that seek to improve early educational outcomes for students with a focus on connections between preschool and early elementary grades.

Decades of research have demonstrated the benefits of preschool, Little said, including a long-term study of an early model Pre-K program that began in the 1960s. Participants in that study, who are now middle aged, have been followed throughout their lives by researchers who have found that those who attended the preschool program demonstrated beneficial outcomes throughout their lives, including having superior health outcomes and being less likely to be incarcerated than those who did not attend preschool.

Studies on scaled up Pre-K programs, including North Carolina’s state-funded Pre-K program, also show that attendance leads to robust benefits for kids that set them up for success in early elementary school grades, Little said.

Despite these initial benefits, Little said that more can be done to help children sustain the academic gains that they make in preschool. Stronger alignment between preschool and the K-12 school system, specifically in kindergarten through third grade, can help prevent “Pre-K fadeout,” a phenomenon in which the early benefits of preschool can diminish in elementary school.

“This is a really critical challenge because, to deliver on the promise and effectiveness of Pre-K, we need to make sure that we’re sustaining the gains of Pre-K throughout elementary school and beyond,” he said. “That means coordinating and creating an aligned system of early learning that builds upon the gains that kids made in Pre-K and sustains them throughout the early grades. This is often referred to as P-3 alignment.”

Little’s own research has demonstrated that school-based preschool programs, which are located within an elementary school rather than in a separate building, could be a crucial element to improving P-3 alignment. When preschools reside in the same location as K-3 teachers, it can create conditions for educators to better collaborate and share student data in order to break down barriers that often exist between the worlds of Pre-K and K-12 learning.

Making sure that preschool and kindergarten teachers are able to communicate and create stronger transition practices from Pre-K to kindergarten can also help support P-3 alignment, Little said.

In addition to helping children to sustain academic gains, P-3 alignment also has the benefit of helping schools to achieve goals of educational equity, as children who attend state-funded preschool programs are often historically marginalized students or students from disadvantaged backgrounds.

“If the effects of Pre-K simply fade away once they enter elementary school, we’re not delivering on the promise of preschool as an equity achieving policy intervention. For us to close achievement gaps and really deliver on the promises of Pre-K, we need to ensure through P-3 alignment that the benefits of Pre-K are sustained,” Little said.

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Promoting Preschoolers’ Emergent Writing

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Emergent writing is young children’s first attempts at the writing process. Children as young as 2 years old begin to imitate the act of writing by creating drawings and symbolic markings that represent their thoughts and ideas (Rowe & Neitzel 2010; Dennis & Votteler 2013). This is the beginning of a series of stages that children progress through as they learn to write (see “Stages of Emergent Writing”). Emergent writing skills, such as the development of namewriting proficiency, are important predictors of children’s future reading and writing skills (National Center for Family & Literacy 2008; Puranik & Lonigan 2012).

Teachers play an important role in the development of 3- to 5-year-olds’ emergent writing by encouraging children to communicate their thoughts and record their ideas (Hall et al. 2015). In some early childhood classrooms, however, emergent writing experiences are almost nonexistent. One recent study, which is in accord with earlier research, found that 4- and 5-year-olds (spread across 81 classrooms) averaged just two minutes a day either writing or being taught writing (Pelatti et al. 2014). This article shares a framework for understanding emergent writing and ties the framework to differentiating young children’s emergent writing experiences.

Understanding emergent writing

Researchers and educators often use the term emergent literacy to define a broad set of language and literacy skills focused primarily on the development and significance of emergent reading skills. To better understand writing development—and to support teachers’ work with young children—researchers have proposed a framework to explain emergent writing practices (Puranik & Lonigan 2014). The framework is composed of three domains: conceptual knowledge, procedural knowledge, and generative knowledge.

Conceptual knowledge includes learning the function of writing. In this domain, young children learn that writing has a purpose and that print is meaningful (i.e., it communicates ideas, stories, and facts). For example, young children become aware that the red street sign says Stop and the letters under the yellow arch spell McDonald’s . They recognize that certain symbols, logos, and markings have specific meanings (Wu 2009).

Generative knowledge describes children’s abilities to write phrases and sentences that convey meaning. It is the ability to translate thoughts into writing that goes beyond the word level (Puranik & Lonigan 2014). During early childhood, teachers are laying the foundation for generative knowledge as children learn to express themselves orally and experiment with different forms of written communication, such as composing a story, writing notes, creating lists, and taking messages. Children can dictate words, phrases, or sentences that an adult can record on paper, or they can share ideas for group writing.

Developing conceptual, procedural, and generative knowledge of writing

Children gain knowledge of and interest in writing as they are continually exposed to print and writing in their environment. There are multiple strategies teachers can use to scaffold children’s writing, such as verbally reminding children to use writing in their classroom activities and providing appropriate writing instructions (Gerde, Bingham, & Wasik 2012). By being aware of children’s current fine motor abilities and their progress in emergent writing, teachers can use a mix of strategies to foster growth in each child’s zone of proximal development (Vygotsky 1978).

Practicing name writing

One of the first words children usually learn to write is their first name (Both-de Vries & Bus 2008). Name writing increases children’s conceptual and procedural knowledge. Names are meaningful to children, and preschoolers typically are interested in learning to write the letters in their name, especially the first letter (Both-de Vries & Bus 2008). Namewriting proficiency provides a foundation for other literacy knowledge and skills; it is associated with alphabet knowledge, letter writing, print concepts, and spelling (Cabell et al. 2009; Drouin & Harmon 2009; Puranik & Lonigan 2012).

Preschoolers benefit from daily writing experiences, so it is helpful to embed writing in the daily routine, such as having children write (or attempt to write) their names at sign-in and during choice times. Be sensitive to preschoolers’ varying levels of fine motor skills and promote the joy of experimenting with the art of writing, regardless of a child’s current skill level. Encourage invented spelling (Ouellette & Sénéchal 2017) and attempts at writing letters or letter-like symbols.

As Ms. Han’s preschoolers enter the classroom, they sign in, with parental support, by writing their names on a whiteboard at the classroom entrance. Children in Ms. Noel’s classroom go to a special table and sign in as they enter the room. Ms. Patel instructs her preschoolers to answer the question of the day by writing their names under their chosen answers. Today, the children write their names to answer the question “What are your favorite small animals—piglets, ducklings, or kittens?” Juan and Maria help their friends read the question and write their names under the appropriate headings. Pedro writes Pdr under the piglets heading, Anthony writes his complete name under ducklings, and Tess writes the letter T under kittens. In Mr. Ryan’s class, children write their names during different activities. Today, children sign in as they pretend to visit the doctor in one learning center and sign for a package delivery in another. Meanwhile, Tommy walks around the room asking other preschoolers to sign their names in the autograph book he created in the writing center.

Tips for teachers

• Develop a sign-in or sign-out routine that allows children to write, or attempt to write, their names each day. In some classrooms, or for some children, the routine may begin with writing the first letter instead of the whole name or with scribbling letterlike symbols.
• Use peer helpers to aid children with the name-writing process.
• Model writing your name and promote name-writing activities in several centers through the day, such as having children sign their name as they write a prescription or when they complete a painting.

Learning from teacher modeling

When Ms. Noel sits with the children during snack, she talks with them about the different foods they like to eat. Ben tells her he likes chicken. She writes on a small whiteboard, “Ben likes chicken.” She asks Ben to read the phrase to a friend. Later, Ben writes the phrase himself.

Mr. Ryan conducts a sticky note poll. He creates a giant spiderweb and writes the question, “Are you afraid of spiders? Yes or no.” He gives the children sticky notes so each can write either yes or no and then place it on the giant web. This activity is followed by a discussion of spiders.

• Explicitly model writing by showing the writing process to children and thinking aloud while writing. Instead of writing the question of the day or the morning message before the children arrive, write it in front of them.
• ​Label specific items in the room, and draw children’s attention to the written words. Write out functional phrases on signs related to routines, such as “Take three crackers” or “Wash hands before eating,” then read and display the signs.
• ​Have the children paint large classroom signs related to themes being explored, such as the National Weather Station, Snack Bar, Public Library, or Entomology Center.

Writing throughout the day

Preschoolers enjoy experimenting with the writing process. Emergent writing experiences can include spontaneous writing during center time and teacherguided writing activities. Writing can become an important component of every learning center in the preschool classroom (Pool & Carter 2011), especially if teachers strategically place a variety of writing materials throughout the classroom and offer specific guidance on using the materials (Mayer 2007). (See “Learning Centers: Adding Meaningful Writing Materials and Literacy Props.”)

Teachers can intentionally promote peer-to-peer scaffolding by having children participate in collaborative writing experiences. Read-alouds are also a wonderful means of promoting writing; there are a number of stories that feature characters in books writing letters, stories, messages, and lists (see “Books That Promote Writing”). Model writing stories, making lists, or labeling objects, and then encourage your preschoolers to write a response letter to a character in a story, create their own storybook, or write a wish list or a shopping list. Such a variety of writing experiences will also build their generative knowledge of writing.

Ms. Han has strategically placed a variety of writing materials throughout the classroom—a scientific journal in the discovery area so children can record their observations and ideas; a graph paper notebook in the block area for drafting blueprints with designs and words; and a receipt book, paper, and markers in the dramatic play area. Savannah sits at the discovery center looking at a classroom experiment. Ms. Han asks, “Savannah, could you write about your observations in our science journal?” Savannah begins writing in the journal.

Three boys are playing in the block area. Ms. Han asks, “What are you building?” Marcus replies, “We are going to build a rocket ship.” Ms. Han says, “Could you create a blueprint of your rocket and then build it?” The boys eagerly begin drawing a plan. Several children in the dramatic play center are drawing different types of flowers for a flower market. Ms. Han says, “In a flower market, signs tell customers what is for sale and how much it costs. Would you like to create some signs?” The children readily agree and start to create signs.

• Strategically place writing materials, such as sticky notes, small chalkboards, whiteboards, envelopes, clipboards, journals, stencils, golf pencils, markers, and various types, sizes, and colors of paper throughout the classroom.
• Provide specific teacher guidance to scaffold children’s writing. While some children may be off and running with an open-ended question, others might be better supported if the teacher helps write their ideas—at least to get them started.
• Create writing opportunities connected to your current classroom themes or topics of interest. Involve the children in collaborative writing projects, such as creating a diorama after a farm visit and making labels for the different animals and the barn. With teacher support, the class could also develop a narrative to describe their farm visit.

Home–school connection

Ms. Noel wants to strengthen home–school connections with the families in her program. She decides to introduce the children to Chester (a stuffed teddy bear). She tells the children that Chester wants to learn more about what the children do at home and to go on some weekend adventures. She says, “Each weekend, Chester will travel home with a child in our class. During the time Chester stays at your house, take pictures of the activities you do with Chester and write about them in the Chester Weekend Adventures journal. At the beginning of the week, bring Chester and the journal back to school to share what you did. We will put Chester and the journal in the classroom library when he is not on a visit, so everyone can see where he has been.” The children are excited about taking Chester home and writing about their adventures.

• Find writing opportunities that strengthen home–school connections. For example, encourage families to create books at home related to a particular theme or a specific topic. Invite children to share their books with the class and then add them to the library.
• Invite families to share the types of writing activities their children engage in at home. Encourage parents to establish routines that include writing lists, messages, stories, and letters.
• Give families postcards to mail to friends in other states and countries. Have them ask their friends to mail a reply to the preschool class. Create a display of the return messages and postcards.

Teachers play an important role in promoting emergent writing development by scaffolding writing activities that engage young children in building their conceptual, procedural, and generative knowledge. Writing can easily be embedded in daily routines as children write their names, engage in learning centers, practice writing for a purpose based on teacher and peer models, and contribute to group writing activities. Be intentional during interactions with children and incorporate best practices. Promote the development of emergent writing—and emergent literacy—by implementing purposeful strategies that encourage writing in the classroom and at home. Teachers who provide young children with a diverse array of early writing experiences lay the foundation for kindergarten readiness. 

Authors’ note:  A special thanks to all of the teachers who participated in the Striving Readers Literacy Program and shared their literacy ideas. Thanks to Barbara Berrios for sharing the Chester Bear idea.

Both-de Vries, A.C., & A.G. Bus. 2008. “Name Writing: A First Step to Phonetic Writing? Does the Name Have a Special Role in Understanding the Symbolic Function of Writing?” Literacy Teaching and Learning 12 (2): 37–55.

Cabell, S.Q., L.M. Justice, T.A. Zucker, & A.S. McGinty. 2009. “Emergent Name-Writing Abilities of Preschool-Age Children with Language Impairment.” Language, Speech, and Hearing Services in Schools 40 (1): 53–66.

Dennis, L.R., & N.K. Votteler. 2013. “Preschool Teachers and Children’s Emergent Writing: Supporting Diverse Learners.” Early Childhood Education Journal 41 (6): 439–46.

Drouin, M., & J. Harmon. 2009. “Name Writing and Letter Knowledge in Preschoolers: Incongruities in Skills and the Usefulness of Name Writing as a Developmental Indicator.” Early Childhood Research Quarterly 24 (3): 263–70.

Gerde, H.K., G.E. Bingham, & B.A. Wasik. 2012. “Writing in Early Childhood Classrooms: Guidance for Best Practices.” Early Childhood Education Journal 40 (6): 351–59.

Hall, A.H., A. Simpson, Y. Guo, & S. Wang. 2015. “Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature.” Literacy Research and Instruction 54 (2): 115–34.

Mayer, K. 2007. “Emerging Knowledge about Emergent Writing.” Young Children 62 (1): 34–41.

National Center for Family Literacy. 2008. Developing Early Literacy: A Scientific Synthesis of Early Literacy Development and Implications for Intervention. Report of the National Early Literacy Panel . Washington, DC: National Institute for Literacy.

Neumann, M.M., M. Hood, & R.M. Ford. 2013. “Using Environmental Print to Enhance Emergent Literacy and Print Motivation.” Reading and Writing 26 (5): 771–93.

Ouellette, G., & M. Sénéchal. 2017. “Invented Spelling in Kindergarten as a Predictor of Reading and Spelling in Grade 1: A New Pathway to Literacy, or Just the Same Road, Less Known?” Developmental Psychology 53 (1): 77–88.

Pelatti, C.Y., S.B. Piasta, L.M. Justice, & A. O’Connell. 2014. “Language- and Literacy-Learning Opportunities in Early Childhood Classrooms: Children’s Typical Experiences and Within-Classroom Variability.” Early Childhood Research Quarterly 29 (4): 445–56.

Pool, J.L., & D.R. Carter. 2011. “Creating Print-Rich Learning Centers.” Teaching Young Children 4 (4): 18–20.

Puranik, C.S., & C.J. Lonigan. 2012. “Name-Writing Proficiency, Not Length of Name, Is Associated with Preschool Children’s Emergent Literacy Skills.” Early Childhood Research Quarterly 27 (2): 284–94.

Puranik, C.S., & C.J. Lonigan. 2014. “Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework.” Reading Research Quarterly 49 (4): 453–67.

Rowe, D.W., & C. Neitzel. 2010. “Interest and Agency in 2- and 3-Year-Olds’ Participation in Emergent Writing.” Reading Research Quarterly 45 (2): 169–95.

Schickedanz, J.A., & R.M. Casbergue. 2009. Writing in Preschool: Learning to Orchestrate Meaning and Marks . 2nd ed. Preschool Literacy Collection. Newark, DE: International Reading Association.

Vygotsky, L.S. 1978. Mind in Society: The Development of Higher Psychological Processes . Ed. & trans. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman. Rev. ed. Cambridge, MA: Harvard University Press.

Wu, L.Y. 2009. “Children’s Graphical Representations and Emergent Writing: Evidence from Children’s Drawings.” Early Child Development and Care 179 (1): 69–79.  

Photographs: pp. 75, 76, 77, 78, 79, 80, courtesy of the authors; p. 74, © iStock

Teresa A. Byington, PhD, is an associate professor and extension specialist in early childhood education at the University of Nevada, Reno–Cooperative Extension. Her expertise includes early childhood language and literacy, social-emotional development, and professional development of teachers (coaching and training). [email protected]

YaeBin Kim, PhD, is an associate professor and extension specialist at the University of Nevada, Reno–Cooperative Extension. Her areas of specialization include emergent language and literacy, parenting education, and child development. [email protected]

Vol. 72, No. 5

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10 good reasons your child should attend preschool

by: The GreatSchools Editorial Team | Updated: December 15, 2023

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Preschool provides a foundation for learning both socially and academically that will help your child succeed in elementary school. We have ten good reasons why your youngster can benefit from attending a good preschool.

Preschool is an opportunity for growth

Preparing children for kindergarten.

As kindergarten becomes more academic, many parents l ook to preschool to launch their child on the path to success in schoo l. At the same time, parents may worry that the current trend to focus on pre-math and pre-literacy skills in preschool cuts into important play time and pushes a child to grow up too fast. It’s a confusing issue,especially with friends and family offering different opinions and advice.

Fortunately, in selecting a preschool, parents aren’t forced to choose between protecting a child’s play time and making sure she’s ready for kindergarten. A high-quality early childhood education program will offer children both.

Promoting social and emotional development

In order to learn, a young child needs to feel cared for and secure with a teacher or caregiver. A 3-year-old child is able to spend time away from parents and build trusting relationships with adults outside the family. High-quality preschool programs nurture warm relationships among children, teachers and parents. And teachers build a close personal connection with each child in their care.

Children thrive when there is consistency in care between home and school. In high-quality preschools, teachers value parents as the experts on their children. Parents get daily reports on their child’s activities and regular meetings are scheduled for more in-depth conferences with staff. Teachers strive to understand and respect parents’ child-rearing goals and values.

The preschool environment is structured, although it may not appear that way

Children get to make choices, children learn to take care of themselves and others.

Children’s sense of competence and self-worth grow as they learn to take care of themselves and help others. Teachers appeal to a young child’s desire to engage in “real work” by offering him chances to help out in the classroom, for example, by setting the table at snack time or feeding the classroom hamster. Children are expected to wash their hands before snack time, keep personal belongings in their “cubby,” and put away toys before moving to a new activity.

Teachers also encourage a child to view herself as a resource for other children. For example, a teacher might ask a child who’s more competent at pouring water to help a child who is learning. Or she might ask a “veteran” preschooler to show a newcomer where the sand toys are kept.

Promoting language and cognitive skills

Preschool-age children’s language skills are nurtured in a “language-rich” environment. Between the ages of 3 and 5, a child’s vocabulary grows from 900 to 2,500 words, and her sentences become longer and more complex. In a conversational manner, and without dominating the discussion, teachers help children stretch their language skills by asking thought-provoking questions and introducing new vocabulary during science, art, snack time, and other activities. Children have many opportunities to sing, talk about favorite read-aloud books, and act out stories.

Preschool teachers nurture a child’s curiosity

Teachers observe, ask questions and listen to children’s ideas during these activities — “correct” answers are not the goal. To nurture their curiosity and motivation to learn, teachers use children’s interests and ideas to create activities. And even a simple, chance event – such as a child’s discovery of a snail in the outdoor play area — can be turned into an exciting opportunity to learn.

Preschool-age children have active imaginations and learn through make-believe play. Teachers know that the line between reality and fantasy is often not clear to a young child. Sometimes this results in fears of monsters under the bed. But imagination also fuels learning. For example, when a group of children creates a make-believe pet store, they will practice many social and cognitive skills as they assign roles to each child, figure out categories of pet supplies and how to organize them, make signs to label products; help their “customers” select the right shampoo or cat toy; and take “money” for merchandize.

Preschool activities boost pre-math and literacy skills

Young children show growing interest in pre-math and pre-literacy skills. They are curious and observant, and they want to be competent in the skills that their families and society value — such as reading the instructions for assembling a toy, or selecting the correct bills or coins to pay for a purchase. To prepare children for the academic demands of kindergarten, teachers offer a wide variety of games and activities that help children acquire the pre- math and literacy skills.

Singing an alphabet song while following along in a picture book builds a child’s awareness of the connections between alphabet letters and word sounds. Learning rhymes and chants helps them to notice the distinct sounds within words. Engaging children in a discussion about an exciting read-aloud story encourages their listening, comprehension, and expressive language skills. Playing with magnetic alphabet letters may inspire a child to ask a teacher to help her write the first letter of her name.

Matching games, sorting games, counting games, and board games build children’s understanding of number, categories and sequence, which supports later math learning. Putting together puzzles encourages children to notice patterns, plan ahead and problem-solve.

10. Helping develop motor skills

When you choose a high-quality program that suits your child and family, you can feel assured that your child is well cared for, is enjoying activities and making friends — and is building the knowledge, skills, and confidence to do well in kindergarten.

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This Colorado teacher survived Columbine. Here’s how she prioritizes trauma-informed practices.

When Heather Martin was a senior in high school, she survived the Columbine High School shooting that killed 12 students and one teacher in Littleton, Colorado. Even as she tried to move on with her life, she carried the trauma of that day inside her — often in ways that surprised her.

The following year, during a community college class, she burst into tears during a routine fire drill, confused and embarrassed by her emotional reaction.

“I hadn’t remembered, until that very moment, that the fire alarm had been going off while I was barricaded for three hours before the SWAT team came,” she said.

She also struggled with panic attacks, an eating disorder, and insensitive comments from instructors. Eventually, Martin dropped out of college.

Today, Martin is a high school English teacher who prioritizes making her students feel safe and giving them the tools to understand and cope with trauma. She’s also the executive director of The Rebels Project, a nonprofit that supports survivors of mass tragedy. In March, she attended the State of the Union address as a guest of U.S. Rep. Jason Crow, a Democrat who represents the southeastern Denver suburbs.

Martin, who teaches at Aurora Central High School, talked to Chalkbeat about how she rediscovered her desire to teach after leaving college, what calming techniques she teaches students, and why she loves home visits.

Was there a moment when you decided to become a teacher?

When I was in elementary school, my friends and I used to “play school” when we would study for tests. We alternated being the teacher, and I think that really laid the foundation for me wanting to teach in some way.

After the shooting at Columbine in 1999, I struggled a lot with trauma while attending community college and ended up dropping out. One day, while filming some B roll for a documentary called ”Grieving in a Fishbowl,” I was asked to flip through my high school yearbook. I found where my English teacher had signed: “I hope you major in English and become a teacher - your students would love you!” it read.

It seems I had forgotten for a while where I wanted to go, but I eventually found my way back. After 10 years and a long road of healing, I went back to school, finished my degree, and earned my teaching license.

How did your trauma manifest during your initial college experience?

I had extreme anxiety and unpredictable panic attacks — or at the time I thought they were unpredictable. I developed an eating disorder, started ditching and failing classes, and even tried recreational drugs. I attributed many of these things to “normal” college behavior and refused to acknowledge that it had anything to do with the shooting. I told myself, “It’s been ___ months, I should be fine.”

Suicide and Crisis Lifeline Call, text, or chat at 988

Colorado’s Crisis Services Call 844-493-8255 or text TALK to 38255.

The Rebels Project   https://www.therebelsproject.org/

National Eating Disorders Association   https://www.nationaleatingdisorders.org/get-help/

Substance Abuse and Mental Health Services Administration https://www.samhsa.gov/find-help/national-helpline

I had an English teacher assign a final essay that had a prompt related to school safety or guns in schools. When I finally worked up the courage to tell her why I couldn’t do the essay, she said it was required and if I didn’t do it, I would fail the class. I never went back to that class and, ultimately, ended up failing. I was already questioning my “right” to be traumatized, and her dismissal was extremely harmful.

When I took English again, I was assigned to write a 2-3 page personal narrative about an event that impacted me. This was about a year after the shooting, so I decided to actually tackle writing about it. I wrote upwards of 10 pages. On the due date, I printed my essay and brought it to the instructor. I told her how long it was, but I did not tell her the content. I wanted reassurance that the length was okay.

She said she would probably just grade me on the first few pages. Again, I felt dismissed and that my experience didn’t matter, and again, this amplified my questions about whether I had any right to feel and be traumatized. Again, I failed English class because I stopped attending.

My students love to hear that I failed English class twice in college!

What was it like to attend the State of the Union address?

The invite from Congressman Crow came as a surprise and I was very excited, and even a bit nervous, to attend. Every person I met was very interested and compassionate regarding long-term recovery from trauma. Congressman Crow and his staff were wonderful and did an excellent job of helping get the message out about the need for long-term support.

How did your own experience in school influence your approach to teaching?

I was a student who often felt like I wasn’t seen or noticed in school. I did just enough to stay off everyone’s radar — never a super-high or a super-low performer. As a teacher now, I look for students who may feel like I felt and am sure to connect with them as best I can. Also, obviously, the shooting and my subsequent healing journey help to drive my mission to make my classroom (and school community) as safe as I can — both in the physical sense and the emotional sense.

Tell us about a favorite lesson you teach.

I call it a “Mirror Poem.” We begin by comparing Shakespeare’s Sonnet 130 , “My mistress’ eyes are nothing like the sun” to Sonnet 18 , “Shall I compare thee to a summer’s day?” We focus on which is the “truer” love poem.

After many discussions, we decide which one represents a mirror. The answer always depends on what students view as a mirror’s purpose, so the responses are excellent. My favorite part is that after we read and analyze, students write their own poem using a mirror as a metaphor to describe how they see themselves and/or how others see them. The poems are INCREDIBLE and reading them never ceases to amaze me at how brilliant they are.

Tell us about The Rebels Project.

I co-founded the organization in 2012 with three other classmates from Columbine in the aftermath of the Aurora theater shooting. It’s named for the Columbine High School mascot. We wanted to provide support that we didn’t have access to after the shooting at our school — a space to share, connect, and heal alongside others who understand what it’s like to experience a similar event. Everybody on our leadership team has experienced a mass trauma themselves, which drives our decisions in every project we develop.

We connect survivors from all across the world. We hold support meetings, travel to impacted communities, educate the public on ways to support trauma survivors, and host an annual survivor retreat. We do this all as volunteers.

How do you incorporate trauma-informed practices into your classes?

Recently, we read ”The Kite Runner,” which has some disturbing content that may provoke some anxiety or trauma responses. We practice grounding techniques before reading, then I offer opportunities to use some of the techniques as we read. These can include coloring, folding origami, deep breathing exercises, and bilateral movements that use both sides of the body together, such as tapping, pacing, or walking.

Another way I practice this is through good old-fashioned modeling. I point out when I’m feeling activated, how I notice it, what it feels like, and how I ground myself. I’m also very open about my healing journey. I teach seniors, so it’s age-appropriate that I share my story about surviving a school shooting and how I struggled in the aftermath. I am honest about some of the struggles I still have, even 25 years later. I think it’s so important that they know that healing doesn’t always mean you “get over it,” it’s more about working through it. Experiencing trauma changes us, and I feel that acknowledging that change is important.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

At our school, we conduct home visits to help connect with the parents and guardians. These are always positive — basically pumping up the kiddo and sharing how amazing they are. I’ve had such wonderful visits with parents who come from various countries around the world, including Afghanistan, Republic of the Congo, Mexico, and Burma. I absolutely love connecting with them and learning more about the lives of the students.

What are you reading for enjoyment?

Currently, I’m reading a few books. (Yes, I’m one of those weirdos that can read multiple books at a time!) They include ”The Heaven & Earth Grocery Store” by James McBride, the ”Skyward Series” by Brandon Sanderson, and Bruce Springsteen’s memoir, ”Born to Run” because he is MY FAVORITE!

Ann Schimke is a senior reporter at Chalkbeat, covering early childhood issues and early literacy. Contact Ann at [email protected] .

The charter school bill that sponsors said was about accountability failed after hours of testimony Thursday.

Changing how Colorado funds schools has bedeviled legislators for years, but they hope the new proposal will represent a breakthrough.

Deputy Chancellor Dan Weisberg made the comments after a Brooklyn superintendent suggested his district, which includes affluent neighborhoods, would have flexibility with the curriculum mandate.

More than a dozen local organizations that help administer Colorado’s tuition-free preschool program signed a letter to Gov. Jared Polis protesting potential funding cuts.

Student testing is a sticking point as legislative leaders seek a compromise.

The city school system, like districts across the country, has dealt with a surge in tensions following Hamas’s Oct. 7 attack on Israel, and Israel’s subsequent bombardment of the Gaza strip.

How Can Districts Get More Time to Spend ESSER Dollars? An Explainer

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Time is running out for school districts to spend their remaining federal COVID-relief dollars—unless districts successfully get approval to take a little longer.

Districts must still commit all their funds from the last, and largest, round of aid to specific expenses by Sept. 30. Under current law, they have an additional five months to “liquidate,” or spend, that money—transferring it from a district account to a vendor or employee by Jan. 31, 2025.

For each of the three rounds of pandemic-relief, or ESSER, funding from the federal government, the U.S. Department of Education has also opened an opportunity for “late liquidation” of up to 14 additional months beyond the original deadline.

Districts permitted to liquidate the last round of relief aid late could spend remaining ESSER funds as late as May 2026. They need to start preparing now for that possibility if they haven’t already, said Julia Martin, the legislative director for Brustein & Manasevit, a Washington law firm focused on education.

“It seems to be in [the federal department]’s interest to approve many of these extensions and maximize the impact of the funds, as well as the percentage spent,” Martin said. “But districts have to help them make that argument.”

Organizations that represent school superintendents have pushed for a broader deadline extension that gives districts more flexibility to wrap up their ESSER spending. But Congress is virtually guaranteed not to take up that request.

In the meantime, “late liquidation” offers a limited opportunity for districts to keep ESSER in the mix a little while longer. Here’s how it works.

Which expenses qualify for an extension?

The opportunity to spend ESSER funds past the deadline only applies to expenses tied to contracts. In a January 2024 letter , department officials emphasized support for continued investments in “increasing daily student attendance; providing high-quality tutoring; and increasing access to [before- and after-school learning] and summer learning and extended learning time.”

Teacher salaries, recruitment bonuses, and bulk purchases of laptops or textbooks are examples of expenses that are not eligible for extension.

How will a liquidation extension help?

It will give districts more time to spend money for a contract that extends past Jan. 31, 2025. That means they could keep a mental health service provider, a tutoring partner, or a construction company around for the remainder of the current school year and into the next one.

It will not, however, give districts more time to decide how to allocate their remaining dollars. Those decisions must be final as of Sept. 30.

Otherwise, districts will have to send their unallocated funds back to the U.S. Treasury.

How can districts get an extension?

Districts need to supply their respective state education departments with detailed information about the amount of money they need more time to spend, the necessary expenses, the justification for the proposed extension, and the plan for ensuring that the district spends the money in the correct time frame.

Then it’s the state’s responsibility to compile that information into a spreadsheet linked in this guide from the Council of Chief State School Officers . The state education department can also request an extension for the ESSER funds it received—10 percent of the state’s overall allocation from the federal government.

Some states—like Connecticut and New Hampshire —have already publicly posted detailed rules and expectations for districts seeking late liquidation requests.

Many others don’t appear to have anything on their ESSER web pages referring to late liquidation. Districts in those states will have to contact their education departments directly for more information.

What is the deadline to apply for an extension?

States can request an extension between now and Dec. 31, 2024—three months after the deadline to commit the funds and less than a month before the current deadline to liquidate them.

It remains to be seen how quickly the Education Department will process extension requests that come in close to the deadline.

As of April 11, no states have submitted applications for late liquidation of ESSER III dollars on behalf of districts, said Vanessa Harmoush, a spokesperson for the Education Department.

What happened with extensions for ESSER I and ESSER II?

The department granted every request from states that applied on behalf of districts for a liquidation extension for ESSER I and ESSER II, Harmoush said. No applications were rejected.

The department granted late liquidation for ESSER I to 10 states, Harmoush said: Connecticut, Illinois, Indiana, Mississippi, Nevada, North Carolina, Ohio, Pennsylvania, Texas, and Wisconsin. Puerto Rico and the District of Columbia also received extensions.

For ESSER II, 19 states along with Puerto Rico got extensions: Arkansas, California, Connecticut, Delaware, Florida, Illinois, Indiana, Kentucky, Massachusetts, Missouri, New Jersey, New Mexico, New York, North Carolina, Ohio, Rhode Island, South Carolina, Texas, and Vermont.

Does a deadline extension cover the staffing necessary to manage the grant until it’s completed?

No. Staff salaries are not eligible for late liquidation requests. That means the school district employee responsible for managing the grant must be compensated with funds other than ESSER dollars—even if they’re helping manage a contract funded by ESSER.

Can districts shift ESSER dollars to another expense if a contractor pulls out after the late liquidation period begins?

No. The obligation deadline stands firm on Sept. 30. If a district receives approval to take additional months to liquidate funds for a particular contract, and that contract falls apart for whatever reason, the district can no longer use the funds that were set aside for that purpose.

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