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To the Editor: At the end of the early-childhood-education classes I teach, we discuss issues related to professionalism. Recently, this conversation with one of my students took an
unexpected turn when she asked me if she was a “real” teacher. I asked her what she meant by real teacher. I knew that my student had worked at a child-care center in a preschool room for a
couple of years. She was halfway through an associate degree in our applied science degree program. She waved her hand at me and said: “You know, a _real_ teacher. Aren’t we just babysitters
who call themselves teachers?” I told her that early-childhood teachers make developmentally appropriate lesson plans. They have studied Jean Piaget, Howard Gardner, Lev Vygotsky, and Erik
Erikson. They know about typical child development. They know how to make a referral. They individualize care. They know how to communicate with families, keep children safe, and help them
reach their potential. Of course they are real teachers. But I missed the point. I was so caught up in preparing and ensuring that my students acted like professionals that I skipped over
the fact that they are not treated as professionals. How could she feel like a “real” teacher if she was making $9 an hour with little prospect of increased wages after finishing a degree?
Don’t real teachers receive benefits from their employers? Early-childhood teachers are working within a very critical window of brain development. We know that what happens during the early
years can shape the trajectory of a person’s life. Yet, we treat the teachers of young children as if they weren’t professionals or worthy of a life outside of poverty. I tell my students
that they are professionals, but our society doesn’t treat them as professionals. I tell them that their work is undervalued. I tell them that I think there is hope for change. But is hope
enough? _Sarah B. Smith_ _Program Coordinator_ _Early-Childhood Education_ _Gateway Community and Technical College_ _Covington, Ky._