Chapter 3: History of Early Childhood Education

Overview of Early Education and Care in The United States

  • The history of early childhood education (ECE) encompasses two narratives:
    • Creative thinkers and innovative educational approaches.
    • Efforts to provide care for children of working families and at-risk children, including those in poverty, with disabilities, and non-English speaking families.

Origins of Childcare in the United States

  • Pre-Industrial Revolution (1760-1840):

    • Most women kept their children at home while contributing to domestic production and family labor.

  • Industrial Revolution Impact:

    • Shift from home-based work to factory work increased the demand for childcare.
    • Women faced difficult choices:
    • Leaving children at home alone.
    • Seeking charity for childcare.
    • Pooling resources with others or entrusting older children with younger siblings.
    • In extreme cases, children were forced to beg or were locked indoors.

  • Early Childcare Initiatives:

    • Quaker Women Initiatives (Philadelphia):
    • Founded the Female Society of Philadelphia for Relief of the Employment of the Poor.
    • Built a nursery providing religious education while mothers worked.
    • Boston Infant School (1828):
    • Founded to provide care modeled after Robert Owen's British Infant Schools.

  • Establishment of Infant Schools:

    • By the 1830s, similar institutions were created in various U.S. cities, including segregated schools for black children.
    • Support dwindled by 1850; many believed children should remain at home.

  • Day Nurseries:

    • Emerged to serve immigrant families.
    • New York's Nursery for the Children of Poor Women (1854):
    • Focused on providing childcare for women in economic strife.
    • Buffalo Day Nursery (1880):
    • Charged 5¢ per day for childcare.

  • Professional Standards:

    • Staff in nurseries were often untrained and focused mainly on custodial care rather than educational development.
    • Pauline Agassiz Shaw (1878): Established a more educationally focused nursery for children of various ages, leading to improved programs with more services and family education included.

  • Frances Willard's Day Nurseries:

    • Free for impoverished mothers, but often excluded racial minorities.
    • The National Association of Colored Women became active in the 1980s, developing programs for urban black children.

Contribution of People of Color in Early Childcare and Education

  • Marginalization of Histories:

    • Many contributions from people of color remain unrecognized due to systemic racism, oral history traditions, and limited access to education.

  • Historical Education Restrictions:

    • Until after the Civil War, it was illegal for black children in the South to receive formal education.
    • In the mid-1800s, some schools were established for black children, though opportunities remained limited.

  • Impact of HBCUs:

    • Historically Black Colleges and Universities developed programs for teacher training, influenced by educational philosophies from notable figures like Froebel and Montessori.
    • Spelman College (1930): Opened one of the first college laboratory schools, producing influential educators:
    • Ida Jones Curry: Became head of teacher training and contributed to the National Association of Nursery Education.
    • Evangeline Ward: First black president of NAEYC, served from 1917 to 1974.
    • Betsy Stockton: Established schools in Hawaii and preschools for black children in Philadelphia based on the Owen model.
    • Oneida Cockrell: Founded the Garden Apartments Nursery School, an inclusive program supporting self-identity in black children.

Childcare in Times of National Emergency

  • Historical View of Childcare as Temporary:

    • Viewed as a stopgap measure rather than an essential service, except during crises.

  • The Great Depression:

    • Emergency nursery schools were created to help unemployed workers gain employment.

  • World War II Contributions:

    • Government-supported childcare became critical for women in defense industries.
    • Kaiser Shipyards Centers (1943-1945):
    • Offered high-quality services for children ages 6 weeks to 6 years and were operational 24/7.
    • Provided comprehensive care including meals and education.

Shifts in Childcare Perspectives in the Post-War Era

  • Post-WWII Attitudes:

    • Prevailing belief upheld motherhood as a woman's primary role, leading to diminished support for childcare initiatives.
    • Increased divorce rates and women entering the workforce fueled demand for better childcare solutions.

  • Head Start Program (1965):

    • Initiated under President Lyndon B. Johnson's War on Poverty to support disadvantaged children in school readiness.
    • Comprehensive child development services encompassing health, education, and family welfare.
    • Served over 37 million children and families, adapting to the needs of specific populations (e.g., Native Americans, migrant workers, children with disabilities).

Developmentally Appropriate Practices

  • NAEYC Position Statement (1980s):

    • Identified principles for optimal learning and development for young children aged 0-8.
    • Adapted to address growing concerns about teaching practices and cultural contexts affecting children.

  • Ongoing Conversations in ECE:

    • Discussions led to further understanding of diverse needs and the social and cultural contexts of families.
    • Regular updates by NAEYC to address evolving developmental science and practice recommendations.

Final Thoughts on Early Childhood Education

  • Legacy and Progress:

    • ECE has evolved from various historical trends focusing on complete child development and support for families.
    • Contributions spanned medicine, philosophy, and educational thought, underscoring education as a means to address societal inequities.
    • Continued focus on children's health and family involvement remains central to program development.

  • Contemporary Relevance:

    • The term “education and care” acknowledges the dual mission of fostering child development and supporting families.
    • Today's educators are positioned to contribute to an ongoing narrative in ECE, fostering both the development and socio-emotional well-being of children.