early childhood education purpose

What is Early Childhood Education, and is it the Right Career for You?

During a child’s first few years of life, more than one million new, neural connections are formed within the brain every second. These neural connections, according to Harvard researchers, are exactly what build the brain’s architecture and foundation for all later learning, behavior, and health. How do these neurons form, you ask? Largely through a baby’s environment and early experiences.

The field of early childhood education embraces these statistics, along with the fact that, from the day children are born, they are learning. They are absorbing. As a result, the early experiences in a child’s life are critical to their long-term development and health. The most rapid period of brain development is between birth and age eight, making early education a key component to a child’s success.

If you have dreams of becoming a teacher, or working with young children, you may have stumbled upon the “early childhood education” path. You may have questions like, “what is early childhood education,” and, “how does it differ from other teaching careers?” You may also be wondering where to start. In this article, Goodwin College breaks down the basics of early childhood education – what it means, why it matters, and how to get involved.

What is Early Childhood Education?

Early childhood education (ECE) is the period of learning that takes place from birth to eight-years-old, according to the National Association for the Education of Young ChildrenOpens a New Window. . Most commonly in teaching, however, it refers to the education of children between birth and kindergarten age – the preschool or “Pre-K” years. In these early years of infancy and toddlerhood, educational experiences – both formal and informal – are seen as fundamental to a child’s cognitive, physical, and emotional development.

Early childhood education gives little ones the opportunity to learn, discover, and play in a safe, nurturing environment outside of their home. In ECE classrooms, children are encouraged to explore colors, letters, numbers, sounds, nature, art, and other topics, while simultaneously fostering curiosity and developing core motor and social skills.

There are all types of early childhood education programs out there today, along with a variety of ECE teaching methods. Formats of early childhood education can vary by state and by program – some are focused on guided, learn through play, while other programs might follow a specific regime. Some are theme-based, inspired by philosophies such as Reggio Emilia or Montessori. Programs can be dedicated to a certain age, such as preschool, or can span age groups in a daycare-like setting. Some are privately run organizations, while others are operated by a local school system or federally funded program. In the field of early childhood education, there are a variety of settings and roles you can pursue.

What Does it Mean to be an Early Childhood Educator?

Early childhood education is essential to child development, and early childhood teachers are, too. Being an early childhood educator means being adaptive, creative, and compassionate. It means guiding little ones as they explore themselves and the world around them. It means being a protector, a facilitator, a guide and an advocate for each child. Early childhood educators have one of the most impactful professions today.

As an early childhood educator, you will be expected to create stimulating activities and identify new experiences that support a child’s development. You will monitor children’s progress and ensure each child is making headway (sometimes in their own way) in the classroom. You will help children discover their own learning and playing styles, and guide them in doing so safely. You will nurture children in all aspects of development, ensuring their social, emotional, cognitive, and physical growth. You will also help them transition from home life to a more collaborative, interactive, social day-to-day.

By doing all this, you will help build a strong foundation for all future learning in these children.

How Can I Become an Early Childhood Educator?

Early childhood educators play a very important role in the lives of children, and therefore must meet several requirements before pursuing a career in this highly-rewarding field. Above all else, early childhood educators should be:

• Patient and supportive of all children and learning styles
• Creative and resourceful
• Flexible and adaptable
• Great communicators
• Compassionate and nurturing
• Good listeners and observers
• Passionate about working with children

There are also specific infant, toddler, and preschool teacher requirements you must achieve before landing an ECE career. Education and certification requirements, however, vary depending on the job. Most preschool teachers, for example, are expected to have at least an  Associate Degree in Early Childhood Education . This is also expected for teachers of Head Start programs. In public schools, early childhood educators are required to obtain a  Bachelor’s Degree  in ECE, Child Study, or a related field.

Usually, employers look for (or require) certified early childhood educators, as certification represents a high level of standard and skill in the field. A college degree program can prepare you to become certified. Goodwin College’s early childhood education classes , for example, are designed to prepare and qualify students for the Early Childhood Teacher Credential (ECTC), which is required in Connecticut.

At the start of this article, you asked us, “What is early childhood education?” To put it simply, early childhood education is the foundation of learning for children from birth to eight-years-old. It is also one of the most essential and sought-after career paths in the United States today.

According to the National Center for Education Statistics , enrollment in prekindergarten-level education has risen from 96,000 to over one million in the last 30 years. More children need more teachers like you! While the average job growth rate in the U.S., as a whole, is approximately 7 percent – the growth rate for early childhood education careers is a high 25 percent .

Start on your path towards an early childhood education career today. Contact Goodwin College at 800-889-3282 to learn more about our Child Study and Early Childhood Education programs. 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.

Early childhood care and education

The period from birth to eight years old is one of remarkable brain development for children and represents a crucial window of opportunity for education. UNESCO believes early childhood care and education (ECCE) that is truly inclusive is much more than just preparation for primary school. It can be the foundation for emotional wellbeing and learning throughout life and one of the best investments a country can make as it promotes holistic development, gender equality and social cohesion. 

What you need to know about early childhood care and education

Promising practices on early childhood care and education.

Explore UNESCO's global compendium of impactful public policies, innovative programmes and field-tested innovations in early childhood care and education. These practices were shared during and following the World Conference on Early Childhood Care and Education organized by UNESCO in 2022 in Tashkent, Uzbekistan, to invigorate global commitments to ECCE from countries.

Global Report on early childhood care and education

Understanding teachers through data

Bouba and Zaza teach life skills

This series of motivational books and short animated films for children is a resource for teaching life skills and tackles a range of themes from sexual abuse to protecting the planet. The project is developed by Michel Lafon Education, UNESCO and the Association for the Development of Education in Africa for educators, parents, and the community and designed to form a bridge between school, family, and the local environment. The project focuses on educating children across Africa as part of a global response to COVID-19 and includes animated learning videos, interactive e-books, activity workshops, colouring e-sheets, and learning games available in several languages.

Key figures

are on track to reach their #SDG4 benchmarks on early childhood education

could be achieved if countries had fee-setting regulations in place

is spent on pre-primary education globally

guarantee zero years of free and compulsory pre-primary education

What Is Early Childhood Education and Why Is It Essential?

Early childhood education (ECE) involves the formal education and care of young children by non-family members in specialized settings before those children start primary school.

An early childhood education program typically involves children up to 8 years of age. This type of education is grounded in the understanding that early childhood is a critical period of development, where children learn foundational skills, attitudes, and learning patterns.

The importance of early childhood education lies in its impact on a child's emotional, cognitive, and social development. Research indicates that high-quality early childhood education from professionals such as preschool teachers can offer a range of long-term benefits, including:

• Improved readiness for school
• Better academic performance in classes
• A reduced need for special education services
• Higher rates of high school graduation
• Improved social behaviors

Early childhood education also provides a crucial support system for families that offers guidance in nurturing their child’s development.

The Benefits of Early Childhood Education for Children and Society

According to National Academies,  research indicates that ECE offers numerous benefits for kids and society. For example, students such as preschool children who attend quality early childhood education programs tend to have better language and communication skills, improved problem-solving abilities, and heightened creativity. They also develop social skills – such as cooperation, empathy, and conflict resolution – that are essential for building positive relationships with their peers and adults.

The Development of Healthy Habits

A high-quality early childhood education program goes beyond the academic and social development of a child in the early years; it plays a crucial role in promoting physical health and well-being among young students. ECE programs often prioritize physical activities, ensuring that children participate in regular exercise and develop healthy habits from an early age. This emphasis on child health not only promotes overall well-being, but it also helps young students to avoid the onset of chronic diseases later in life.

Long-Term Positive Outcomes for Children

According to The Science Behind It, studies have indicated that children who receive positive educational experiences in an elementary school or another teaching facility are more likely to become productive members of society. For example, they are more likely to have higher employment rates and lower involvement in criminal activities. Additionally, effective ECE programs help reduce educational disparities and promote social equity .

Cost Savings for Society

By investing in high-quality early childhood education, societies can reduce the need for costly remedial education and special education services. Moreover, children who receive quality education during childhood are more likely to graduate from high school and pursue higher education, leading to a more skilled and competitive workforce.

It is important to recognize that the benefits of early education extend beyond individual development and have an effect on society. By providing children with a strong foundation during their formative years, we are investing in a brighter future for our communities and cultivating well-rounded individuals who will positively contribute to society.

The Challenges of Early Childhood Education

While early childhood education offers immense potential, it faces various challenges. One significant challenge is ensuring access to quality education for all children, regardless of their socioeconomic background. The limited availability of early childhood education, especially in disadvantaged areas, can create inequalities in educational opportunities.

The lack of accessible early childhood education options can have long-lasting effects on children's development. Children from low-income families who do not have access to quality educational programs are more likely to start school at a disadvantage and struggle to catch up with their peers academically and socially. This gap can persist throughout their educational journey, impacting their education and potential job opportunities.  

A Lack of Sufficient Resources

Adequate funding is necessary to maintain high-quality ECE programs, attract skilled educators, and provide ongoing professional development. Without proper resources, ECE centers may struggle to provide a stimulating, nurturing environment that supports early childhood development and can enhance student learning.

A Shortage of ECE Professionals

The shortage of trained professionals in the ECE field poses a significant challenge. Many educators – like preschool teachers – play a crucial role in shaping children's learning experiences and fostering their social and emotional development.

However, the demanding nature of the job, coupled with relatively low wages, can make it difficult to attract and retain qualified instructors. This shortage affects the quality of education but also increases the workload and stress levels for teachers.

The Requirements for Promoting Quality Early Childhood Education

Efforts to enhance early childhood education programs should involve various stakeholders, including policymakers, educators, schools, families, and communities. To promote quality ECE, it is crucial to invest in comprehensive training and professional development programs to ensure adequately paid teachers. Instructors need support in keeping up with research-based practices and implementing innovative approaches to meet the ever-evolving, diverse needs of children.

This collaboration will allow for a seamless transition from an early childhood program to elementary school and ensure continuity in a child’s learning journey. Engaging parents as partners in their child's education will not only strengthen family bonds, but also enhance the overall quality of the educational experience.

Guidance from Experienced ECE Pros

Another important factor that can promote high-quality ECE is the training of new teachers. A new teacher can establish a mentor or coaching relationship with other experienced early childhood education professionals.

As a result, that instructor can be in a supportive environment where knowledge and skills can be shared to create more effective early childhood education programs. This mentorship helps new teachers navigate the challenges of early childhood education and also provides a platform for continuous professional growth.

The Physical Environment of Classrooms

The physical layout of classrooms can significantly impact children's learning experiences. Creating inviting, stimulating spaces that cater to different learning styles and interests can encourage engagement and exploration. By incorporating natural elements – such as plants and natural light – and providing a variety of materials and resources, teachers can create a supportive environment for children's mental health and physical development.

Opportunities in Early Childhood Education

If you're considering pursuing a career as an early childhood educator, the role offers a unique opportunity and a profound responsibility. You'll need to possess a passion for teaching and for developing curiosity, resilience, and empathy in young learners.

The demand for qualified professionals is increasing, driven by the growing recognition of the importance of quality education. Pursuing a career in this field allows individuals to make a meaningful difference in the lives of young children and shape the future of education.

Education can offer various career opportunities for teachers who want to focus on teaching young children. Professionals in this field can pursue various roles, such as early childhood educators, administrators, curriculum specialists, and child development specialists. These roles involve planning and implementing age-appropriate activities, observing and evaluating children's progress, and facilitating their growth.

Early Childhood Educators

These instructors are skilled in designing and implementing developmentally appropriate activities that promote curiosity, creativity, and critical thinking skills in students, preparing children for the demands of future education. By fostering a love for learning in their students, they lay the foundation for a lifelong journey of discovery and growth.

Administrators

Administrators are responsible for managing and overseeing the operations of childcare centers, preschools, and other early learning programs. They ensure compliance with licensing regulations, develop policies and procedures, and coordinate with staff, parents, and community partners. Administrators play a vital role in creating a positive and inclusive learning environment, where children feel safe, supported, and valued.

Curriculum Specialists

Curriculum specialists in early childhood education are experts in designing and evaluating educational programs and materials. They collaborate with educators to develop curricula that aligns with national standards and best practices.

Also, curriculum specialists provide ongoing professional development and support to educators, ensuring they have the knowledge and skills to deliver high-quality instruction. By staying up to date with the latest research and trends in early childhood education, curriculum specialists contribute to the continuous improvement of teaching and learning practices.

Child Development Specialists

Child development specialists focus on understanding and supporting the unique needs and abilities of young children. They assess children's developmental milestones, identify any potential delays or challenges, and provide interventions or referrals as needed.

These specialists work closely with families and educators to create individualized plans that promote children’s optimal growth and development. By advocating for the well-being and rights of young children, these specialists play a vital role in ensuring that every child has the opportunity to reach their full potential.

Where Can ECE Professionals Work?

There are a wide range of professional opportunities in early childhood education. Here are some of the primary places where educators can work:

• Preschools: In this setting, preschool teachers work with children three to five years of age. The focus is on acquiring basic educational skills, socialization, language development, self-expression, and play-based learning in early childhood education programs.
• Childcare centers: In childcare centers, an early childhood educator provides care and education for infants and toddlers, as well as older kids in before-school, after-school, and summer programs.
• Private homes: As nannies or in-home childcare providers, early childhood educators offer personalized care and educational activities, often for younger children, in the family’s home environment.
• Public and private elementary schools: Some teachers work in the elementary schools of a local school system, particularly in pre-kindergarten (pre-K) and transitional kindergarten programs.
• Special education settings: Instructors with additional training may work with young kids who have special needs, designing and implementing programs to meet individual developmental goals.
• Community and family support services: Some professionals may be employed by organizations that offer parenting classes, family literacy programs, and other support services.

Obtaining an Early Childhood Education Degree from APU

The profound impact of education extends far beyond the preschool years, laying a foundation for lifelong learning and well-being. For an early childhood education teacher, recognizing the critical role of early childhood educators in young students' developmental journey requires comprehensive training and preparation.

American Public University offers an online associate degree in early childhood education tailored to the needs of an early childhood education teacher. The courses for our early childhood education degree are structured to accommodate student needs through an online format, ensuring both affordability and flexibility.

With instruction from dedicated and seasoned professionals, our well-rounded curriculum is designed to prepare students to acquire the essential knowledge and skills to positively impact the developmental journey of young learners. Start your academic journey today!

• Call: 877-755-2787
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Early Childhood Education vs. Elementary Education: Choosing the Right Specialization for your Teaching Career

When planning a career in education, many prospective teachers consider pursuing either early childhood education or elementary education. Educators in both areas play crucial roles in the development and education of young children, yet they differ significantly in focus, required skills, educational pathways, and career outlooks.

Comparing these two specializations, early childhood education versus elementary education, reveals distinct responsibilities, competencies, and opportunities for each role. Understanding these variations and the education requirements for each role can help aspiring teachers prepare to support the next generation effectively. 

Early Childhood Education vs. Elementary Education: Career Descriptions

Here we will take a look at the key differences in the job responsibilities and work environments of teachers who specialize in early childhood education and elementary education.

Early Childhood Educators

Early childhood educators work with young children, ranging from infants to those who are around 8 years old, typically in preschool and early elementary settings. Educators in both areas play crucial roles in the development and education of young children, yet they differ significantly in focus, required skills, educational pathways, and career outlooks.

Early childhood educators work in a variety of settings, including public and private preschools, child care centers, Head Start programs, and elementary schools. The role often involves creating a safe and nurturing environment for young children, assessing their developmental progress, and collaborating with their parents and other educators to support each child’s growth.

Elementary Education

Elementary educators teach children in kindergarten through fifth or sixth grade. Elementary school teachers play a pivotal role in shaping the educational experiences of the children in their classroom, who are typically between the ages of 5 and 11. Their work encompasses a range of responsibilities that extend beyond classroom instruction, such as school administrative duties and extracurricular involvement.

These teachers are responsible for developing children’s foundational skills in various subjects, including math, reading, science, and social studies, while also supporting their social and emotional development.

Elementary school teachers primarily work in public or private elementary schools. Public schools are funded by the government and are free for students to attend, while private schools are funded through tuition paid by families and sometimes other private sources. Some elementary teachers may also work in charter schools, which are publicly funded but operate independently of the public school system.

Early Childhood Education vs. Elementary Education: Skill Requirements

While there is some overlap in the skills required for early childhood educators and elementary educators, certain abilities stand out as especially important in each role. Here are some highlights:

Key Skills of Early Childhood Educators

• Patience and Nurturing . Early childhood educators should be able to create a safe, comforting learning environment and take a gentle, patient approach that accommodates the developmental pace of young children. 
• Creativity . Early childhood educators must be able to develop imaginative and engaging teaching methods to capture the interest of young learners. Much of their day-to-day work involves planning and doing creative activities that promote learning through play.
• Strong Communication Across Generations . Being able to clearly and effectively interact with young children to facilitate understanding and learning is a must, but so is the capability to regularly and openly communicate with the children’s parents to provide them with updates on their child’s progress and to address any concerns.  
• Knowledge of Child Development . Early childhood educators must have comprehensive knowledge of developmental milestones to plan age-appropriate activities for the children in their classroom. They also must have the ability to recognize and respond to the individual needs of each child.
• Ethical decision-making is the process of striving to resolve issues using moral principles as a guide. This involves evaluating the options, considering the moral ramifications of each, and making choices based on one’s values and standards. 

Key Skills of Elementary Educators

• Classroom Management . Elementary educators need strong organizational skills to maintain an orderly classroom environment. They also must have effective disciplinary strategies to address behavioral issues and promote positive behavior.
• Subject Matter Expertise . Educators teaching in elementary schools need to have both proficiency in a broad range of subjects, including math, reading, science, and social studies, and the ability to teach these subjects in an engaging and comprehensible manner.
• Adaptability . Elementary educators must be flexible, adjusting their lessons and teaching methods to meet the diverse learning needs of their students, ensuring that every child can succeed.
• Communication Skills. Like early childhood educators, elementary educators need to be able to communicate effectively and in a developmentally appropriate way with their students and the students’ families.

Early Childhood Education vs. Elementary Education: Education Requirements

Both early childhood educators and elementary educators must earn a relevant degree. How long it takes to become a teacher can vary depending on each individual’s educational path and mode of study. 

Education Requirements for Early Childhood Education

The education and training requirements for preschool teachers vary by setting and state regulations, with most positions requiring at least an associate degree.

To enter the field of early childhood education within a public school system, a bachelor’s degree, such as a Bachelor of Arts (BA) in Early Childhood Education is typically required. This degree provides a comprehensive understanding of child development, curriculum planning, and effective teaching strategies for young learners. 

Coursework often includes subjects such as child psychology, early literacy, classroom management, and creative arts.

Hands-on experience through student teaching or internships is often a focal point of the program, providing practical skills and real-world experience.

In addition to earning a degree, obtaining state-specific certification or licensure is often necessary to work as an early childhood educator, and is required for those working in a public school system. The requirements for certification vary by state, but they generally include passing exams that assess knowledge of teaching practices and child development. Many states also require continuing education credits to maintain certification.

Education Requirements for Elementary Education

Teaching jobs in elementary education usually require a bachelor’s degree, such as a BA in Elementary Education . State-specific certification or licensure is also required to teach at the elementary level. 

Most elementary education degree programs are teacher preparation programs. These programs combine academic coursework with practical teaching experience. Students typically complete a series of education courses that cover teaching methods, curriculum design, and assessment techniques. Individuals who have earned an undergraduate degree in a field outside of education can often prepare for licensure by participating in a graduate-level teacher preparation program.

Practical experience through student teaching or internships is an essential part of elementary education programs as well, offering prospective teachers the opportunity to apply their theoretical knowledge in a classroom setting and develop effective teaching strategies.

After completing their degree program, aspiring elementary school teachers must obtain state certification or licensure to teach in public schools. 

Once certified, elementary school teachers are usually required to stay current on their continuing education and professional development to maintain their certification and keep up with the latest educational best practices. 

Early Childhood Education vs. Elementary Education: Salary and Job Outlook

Understanding the job outlook for early childhood and elementary education can help prospective teachers make an informed career decision. 

Job Outlook: Early Childhood Educators

Preschool teachers usually work in child care centers or in public or private schools. Many follow the traditional 10-month school year, but some positions are year-round.

As of May 2023, the median annual salary for preschool teachers was $37,130, according to the U.S. Bureau of Labor Statistics (BLS). 

The BLS projects that employment of preschool teachers will grow by 3% from 2022 to 2032, which matches the average growth rate projected for all occupations. There are projected to be about 56,300 job openings annually, mainly due to workers transferring to other occupations or leaving the workforce, such as for retirement.

Job Outlook: Elementary Educators

Kindergarten and elementary school teachers typically work in public or private schools. They generally teach during school hours when students are present, and they may prepare lessons and grade assignments on evenings or weekends. Most of these teachers have summers off and do not work during that time.

As of May 2023, the median annual salary for elementary school teachers, excluding special education teachers, was $63,680, according to the BLS. For kindergarten teachers, excluding special education, the median annual salary was $62,690.

The BLS estimates that employment of kindergarten and elementary school teachers will remain relatively stable from 2022 to 2032. Despite minimal growth in employment, the agency projects that there will be about 109,000 job openings each year, on average. 

Start Your Career in Education

Deciding whether to pursue a career in early childhood education or elementary education depends on the interests, skills, and career goals of the aspiring teacher. Both roles offer rewarding opportunities to make a significant impact on children’s lives. If you enjoy working with very young children and have a nurturing personality, early childhood education might be the right fit for you. If you prefer teaching a broad range of subjects to slightly older children, elementary education could be your calling.

At Mid-America Christian University, we offer comprehensive BA in Early Childhood Education and BA in Elementary Education programs, as well as graduate-level degree and certificate programs. Our programs are designed to equip you with the knowledge and skills you’ll need to excel in either of these rewarding careers. 

To learn more about how a degree from Mid-America Christian University can prepare you for a career as a teacher, please explore our education degree programs .

Recommended Readings:

Careers in Education: Teaching and Beyond   How to Become a Therapist Types of Ministry Degrees  

Forbes , “Earning an Elementary Education Degree: Everything You Need to Know” Forbes , “Guide to Early Childhood Education Careers: 7 Roles to Consider” UNESCO, “What You Need to Know About Early Childhood Care and Education” U.S. Bureau of Labor Statistics, Kindergarten and Elementary School Teachers   U.S. Bureau of Labor Statistics, Preschool Teachers

The Experience of Male Educators in Early Childhood Education and Care

The purpose of this course is to give early childhood educators, caregivers, and administrators insight into the experience of male educators in the field of Early Childhood Education (ECE). Participants in this course will learn about the levels at which male educators are working in ECE and compare those numbers to their participation in educational roles for students of other ages. Participants in this course will also explore some of the many benefits to students in ECE when male educators are in the classroom. Finally, this course will provide participants with ways to improve and increase the participation of males in roles as educators and caregivers in ECE settings.

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Early Childhood Education Assistant I Exam for Eligibility / Open Position #323 at Del Norte County Unified School District and COE

Application Deadline

9/9/2024 7:00 AM Pacific

Date Posted

Number of openings, add'l salary info, length of work year, employment type, location of examination:, salary step note*, benefits information, about the employer.

The Del Norte Unified School District and County Office of Education is a combined District and COE. Our mission: In Del Norte Unified School District, the youth in our schools will be life-long learners who can creatively and effectively communicate, collaborate, and problem solve in a global society. The Del Norte County Unified School District is located on the northern California coast, where the redwoods meet the sea.

Job Summary

The job of Early Childhood Education Assistant I is done for the purpose/s of providing support to the educational process with specific responsibilities for assisting one or more teachers in the direct care and supervision of the preschool-aged children, infants and toddlers in a child care facility; organizing anddirecting play-oriented learning activities; preparing and serving snacks; and assisting in maintaining a clean and safe environment for children. This job reports to Director of Early Education

Requirements / Qualifications

Experience: Job related experience is not required. Education: Targeted, job related education with study in job-related area. Applicant is required to have 6 or more college semester units in Early Childhood Education or Child Development curriculum.

• Certification (Applicant is required to have 6 or more college semester units in Early Childhood Education or Child Development curriculum.)

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Request for Information on Identifying and Tracking Data Related to Early Childhood Education Providers

A Notice by the Education Department on 06/20/2024

This document has been published in the Federal Register . Use the PDF linked in the document sidebar for the official electronic format.

• Document Details Published Content - Document Details Agency Department of Education Agency/Docket Number Docket ID ED-2024-OPE-0072 Document Citation 89 FR 51878 Document Number 2024-13446 Document Type Notice Pages 51878-51880 (3 pages) Publication Date 06/20/2024 Published Content - Document Details
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• Document Dates Published Content - Document Dates Comments Close 07/22/2024 Dates Text We must receive your comments by July 22, 2024. Published Content - Document Dates

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Request for Information on For-Profit Early Childhood Education Providers

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Department of Education

• [Docket ID ED-2024-OPE-0072]

Office of Postsecondary Education, Department of Education.

Request for information.

This notice is a request for information in the form of written comments that include information, research, and suggestions regarding operational aspects of the possible inclusion of for-profit early childhood education providers as eligible employers for the purpose of Public Service Loan Forgiveness.

We must receive your comments by July 22, 2024.

Comments must be submitted via the Federal eRulemaking Portal at regulations.gov. However, if you require an accommodation or cannot otherwise submit your comments via regulations.gov, please ( print page 51879) contact the program contact person listed under FOR FURTHER INFORMATION CONTACT . The Department will not accept comments by email or by fax. To ensure that the Department does not receive duplicate copies, please submit your comments only once. Additionally, please include the Docket ID at the top of your comments.

Federal eRulemaking Portal: Go to www.regulations.gov to submit your comments electronically. Information on using Regulations.gov, including instructions for accessing agency documents, submitting comments, and viewing the docket, is available on the site under the “FAQ” tab.

Privacy Note: The Department's policy for comments received from members of the public is to make these submissions available for public viewing in their entirety on the Federal eRulemaking Portal at www.regulations.gov . Therefore, commenters should be careful to include in their comments only information that they wish to make publicly available. We encourage, but do not require, that each respondent include their name, title, institution or affiliation, and the name, title, mailing and email addresses, and telephone number of a contact person for the institution or affiliation, if any.

Greg Marak. Telephone: (202) 401-6250. You may also email your questions to [email protected] , but as described above, comments must be submitted via the Federal eRulemaking Portal at regulations.gov.

If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7-1-1.

Background:

Congress created the Public Service Loan Forgiveness (PSLF) Program in 2007 as part of the College Cost Reduction and Access Act, Public Law 110-84 , to encourage individuals to enter into and remain employed in public service professions. The program alleviates financial burdens associated with Federal Direct Loans for borrowers working for certain public service providers by forgiving all remaining loan balances following 10 years of public service while the borrower makes qualifying student loan payments. Since its creation in 2007, PSLF has been available to borrowers working for government at all levels, non-profit organizations that are tax-exempt under section 501(c)(3) of the Internal Revenue Code, and other non-profits that provide at least one of the specific services listed in the statute. This includes early care educators who work in the public sector or for non-profit organizations.

A significant share of early care educators, however, are not considered public sector or non-profit employees and current regulations do not provide a pathway for their eligibility for PSLF. Data from the National Survey of Early Care and Education, conducted by the Department of Health and Human Service's Office of Planning, Research, and Evaluation, estimates that extending PSLF eligibility to early childhood education (ECE) workers regardless of the tax status of their employer would allow more than 450,000 additional ECE workers to earn credit toward PSLF—about 68,000 who work in home-based settings and 390,000 who work in center-based settings—if they have student loans. [ 1 ] This reflects roughly one-third of the overall ECE workforce.

On July 13, 2022, the Department published a notice of proposed rulemaking (NPRM) in the Federal Register ( 87 FR 41878 ). [ 2 ] In the NPRM, the Department proposed improvements to PSLF that reduce regulatory and administrative barriers that have historically made it more difficult for borrowers to make progress toward forgiveness under PSLF. This included simplifying criteria to help borrowers certify employment, helping borrowers earn progress toward PSLF for months that did not count before, and providing borrowers with more opportunities to correct problems with PSLF.

Additionally, in the NPRM, the Department asked directed questions about the possibility of allowing ECE providers who are private for-profit businesses to be considered eligible employers for the purposes of PSLF. In response, the Department received many detailed comments about early childhood education as well as a range of comments in support of making other for-profit employers eligible to serve as qualifying employers for PSLF for individuals in certain occupations.

On November 1, 2022, the Secretary published final regulations  [ 3 ] in the Federal Register . Those final regulations did not include regulations regarding whether, and under what circumstances, private for-profit ECE providers employing borrowers working as early childhood educators, should be treated as qualifying employers for PSLF. [ 4 ]

Solicitation of Comments:

Early care educators are among the lowest-paid workers in the country; and the Administration has committed through Executive Order 14095 , to better supporting the care workforce. [ 5 ] The E.O. states that investments in the care workforce are foundational to helping to retain care workers and improving health and educational outcomes for those in their care. The purpose of this Request for Information (RFI) is to gather information about ECE providers. This RFI and the comments received in response to this RFI will not be considered as part the Affordability and Student Loans proposed rule ( 87 FR 41878 ) and any subsequent related final rules. The comments received in response to this RFI will not be used as part of the rulemaking related to the treatment of for-profit employers, including ECE providers, and eligibility for PSLF. Instead, the feedback from this RFI will help inform the Department's understanding of different approaches that might be considered when implementing non-rulemaking solutions related to this issue.

Given the operational and implementation hurdles associated with PSLF, the Department is interested in understanding whether there are ways that eligibility could be streamlined if all ECEs became eligible. The Department is soliciting information and data from the public on how the Department could determine employer eligibility and related considerations if for-profit ECE employers were to be considered eligible employers if they provided one of the services listed in the statute. The Department encourages ( print page 51880) comments from researchers, academics, policy experts, and other individuals familiar with ECE employer data; organizations that work directly with ECE workers; State and Tribal government officials who oversee and administer ECE programs; ECE practitioners; and other members of the public. The Department will review all comments received, but does not intend to respond to comments.

The Department seeks feedback on the following questions:

(1) The Department has always relied upon employer identification numbers (EINs) to identify whether an employer is a non-profit under IRC 501(c)(3). This approach has allowed the Department to create a comprehensive list of eligible employers and use a consistent identifier system. However, some for-profit businesses may be sole proprietors or other providers that do not have an EIN. Are there other uniform sources that the Department might consider using for determinations of qualifying employers?

(2) If there are not other uniform sources, how should the Department address eligibility determinations of a for-profit ECE employer?

(3) If in consultation with the Department, the U.S. Department of Health & Human Services (HHS), issued a voluntary Public Records Act request from the States to create a nationwide registry of EINs of ECE providers, are State and Tribal agencies that oversee and administer ECE programs in a position to collect this information? Do commenters believe that all States would provide this information? Are there any additional considerations the Department should be aware of should HHS issue this request?

(4) What feedback can be provided concerning the time it would take a State or Tribe to undertake the collection of EINs for licensed and regulated providers, including the process, privacy, administrative, or other considerations that the Department should take into account?

(5) Should the Department consider a process that relies on unique identifiers associated with licensure as opposed to EINs to identify eligible employers?

This is a request for information only. This RFI is not a request for proposals and does not commit the Department to take any future administrative, contractual, regulatory, or other action. The Department will not pay for any information or costs that you may incur in responding to this RFI. Any documents and information submitted in response to this RFI become the property of the U.S. Government and will not be returned.

Accessible Format: By request to the program contact person listed under FOR FURTHER INFORMATION CONTACT , individuals with disabilities can obtain this document in an accessible format. The Department will provide the requestor with an accessible format that may include Rich Text Format (RTF) or text format (txt), a thumb drive, an MP3 file, braille, large print, audiotape, or compact disc, or other accessible format.

Electronic Access to this Document: The official version of this document is the document published in the Federal Register . You may access the official edition of the Federal Register and the Code of Federal Regulations at www.govinfo.gov . At this site you can view this document, as well as all other documents of this Department published in the Federal Register , in text or Portable Document Format (PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site.

You may also access documents of the Department published in the Federal Register by using the article search feature at www.federalregister.gov . Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department.

Nasser Paydar,

Assistant Secretary, Office of Postsecondary Education.

1.  These estimates are from the Administration for Children and Families' National Survey of Early Care and Education, both the 2019 Home-Based NSECE chartbook and the 2019 Center-Based NSECE chartbook. These data show that approximately three-fourths of home-based providers had at least some college, and 72 percent of for-profit ECE workers had some college or higher.

2.   https://www.federalregister.gov/​documents/​2022/​07/​13/​2022-14631/​student-assistance-general-provisions-federal-perkins-loan-program-federal-family-education-loan .

3.   https://www.federalregister.gov/​documents/​2022/​11/​01/​2022-23447/​institutional-eligibility-under-the-higher-education-act-of-1965-as-amended-student-assistance .

4.  Section 103(8) of the Higher Education Act contains a definition of ”early childhood education program” that includes public preschool, Head Start, and State licensed and regulated child care programs. It does not speak to the tax-status of providers. Unlike the public Kindergarten through 12th grade system, which provides free access to education for all age-eligible children and youth, there is no parallel system for our country's youngest children. As a result, ECE is delivered through a system of mixed delivery that includes public programs, non-profit settings, and for-profit settings. https://www.acf.hhs.gov/​ecd/​policy-guidance/​dear-colleague-letter-mixed-delivery . The vast majority of ECE settings are home-based, and do not carry non-profit tax designations. Compensation across settings is low generally, regardless of the tax-status of the ECE provider. https://www.bls.gov/​oes/​current/​oes_​va.htm .

5.   Federal Register : Increasing Access to High-Quality Care and Supporting Caregivers.

[ FR Doc. 2024-13446 Filed 6-18-24; 8:45 am]

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Like Nastya-Bio, Age, Net Worth, Height, Married, Nationality, Facts

Table of Biography

Nastya is a Russian YouTuber, similarly, Nastya is pretty famous for her child-friendly content and her fun-to-watch videos on her YouTube channel.

Nastya’s birth name is Anastasia Radzinskaya. Moreover, she is also known as Nastya and Stacy.  She was born on January 27, 2014 . As of the present, her age is 10 years old .

Likewise, her birthplace is Krasnodar Krai, Russia. Thus, she is of Russian nationality. She is born to her mother Anna Radzinskaya and her father Sergey Radzinskaya.

Nastya was diagnosed with cerebral palsy by her doctors. However, at present, she seems to be in good health. She doesn’t have any siblings of her own.

Nastya and her family currently reside in Florida, United States. Likewise, her mother used to own a bridal salon, and her father owned a construction company of his own, which he sold later on.

Caption: Family portrait of Nastya. Source: Instagram

Her parents most likely homeschool Nastya. Since she is only 7 years old, she has probably just started her homeschooling.

She spends most of her time with her parents making videos and learning new things practically. However, not much information about her educational background is available at the moment.

Like Nastya – Net Worth 2024

Nastya helps her parents earn money through the videos she makes and posts on her YouTube channel. She is too young to live on her own.

Hence, she still resides with her family to date. She earns her income through her YouTube channel. Similarly, her net worth is around $20 million.

Social Media

Nastya is reachable on different social media platforms like Instagram, YouTube, and Facebook. She is @likenastya on Instagram. She has 472k followers on her Instagram.

Likewise, her Facebook ID is @likenastya. She has 145k followers on her Facebook account. As of now, she is not on Twitter.

Relationship Status

She is still a kid. Therefore, she is not involved in a romantic relationship with anyone at the moment. She is still young and enjoying her childhood with her family and friends.

She will get many opportunities to be in a relationship once she is older. Likewise, there are no records of her dating anyone in the past as well.

Career and Professional Life

Anastasia which is more likely called Nastya’s YouTube channel was first created in December 2016.

The name of her YouTube channel is @Like Nastya. She has garnered 71.9 million subscribers on her YouTube channel to date.

Similarly, her YouTube channel is one of the fastest-growing kids’ YouTube channels that has ever been created.

Likewise, she posted her first YouTube video 4 years ago. Her first video on her YouTube channel has 5.8 million views on it.

To date, there are 557 videos posted on her official YouTube channel. Nastya makes her videos mostly with her father.

Initially, the YouTube channel started by posting videos of Anastasia doing random activities, which slowly turned into a channel with fun and interesting content, especially for children.

Nastya’s videos are dubbed into many other languages such as Hindi, Korean, Spanish, Arabic, French, German, and many more. This helps the channel to attract viewers from all around the world.

One of the channel’s most popular uploads is the video titled “Nastya and Papa sleeping at Farm Sheep FamilyFun Trip”.

This particular video of hers has 874 million views on it. At such a young age Nastya is already pretty popular and established.

Thanks to her parents’ support she has come a long way in her journey as a YouTuber at the age of 7. Nastya was listed by Forbes Magazine as one of the highest-paid YouTubers for the year 2020.

Caption: A thumbnail of her YouTube channel’s video. Source: YouTube

Like Nastya – Body Measurements

Like Nastya has beautiful blonde hair. She has a pair of dazzling brown eyes. However, other than those, there are no further facts about her body measurements obtainable for now.

Neither Like Nastya nor her parents have shared anything on the web.

Caption: Picture of Like Nastya posing cutely. Source: Instagram

More YouTuber

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I'm here in Krasnodar and I'm thinking about going to a night club, but would like to know where a good one is, with lots of dancing and mostly friendly people. I have been here for two days now and the jet lag keep me in at night, but I want to venture out tonight and this weekend. I have been walking the streets for the past few days and it has been a good experience. However I am a young person and would like to see other young people that want to have fun. Hope to hear from you and Thank you in advance. Chris

Aw, hi, Chris. Krasnodar is such a village! I'm sorry to say so, but it's true. Two decent clubs I know are La Villa and Gulyay Lyuba. Both are mix of haute cuisine restaurant and dancefloor (when you are ready to dance after two cocktails). People are pretty much specific there - if you don't ride BMW X6, or Cayenne, or have no DG suit, you, probably, won't get understanding from people there. YKWIM. Other 'easier' places are Sahar on Krasnaya St., Platinum, Bounce. These all are about bar&dancefloor. Jazz Club, or Jazz smth, I forgot its exact calling, is about live music, was pretty nice place when I visited it two years ago. Irish pubs, British bars have no frontier and they are everywhere. Harats pub is nice franchise to try. That's actually all I have. And don't expect good English knowledge from people, they do not need it there, even youngsters.

Thank you for answering my question. I have had no trouble here as of yet, but my trip is still early. I will try to find a place to go to at night. I am not much of a club person, but I would like to experience all Krasnodar has to offer. Thank you again.

This topic has been closed to new posts due to inactivity.

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Krasnodar Krai, Russia

The capital city of Krasnodar krai: Krasnodar .

Krasnodar Krai - Overview

Krasnodar Krai is a federal subject of Russia located in the south-west of the country, part of the Southern Federal District. Krasnodar is the capital city of the region.

The population of Krasnodar Krai is about 5,687,400 (2022), the area - 75,485 sq. km.

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Krasnodar krai map, Russia

Krasnodar krai latest news and posts from our blog:.

13 September, 2021 / Park "Krasnodar" - one of the best parks in Russia .

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14 April, 2018 / Parus (Sail) Rock - a natural monument near Gelendzhik .

21 December, 2016 / Flying over diverse Russia .

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News, notes and thoughts:

8 July, 2012   / Unexpected flooding that occurred on July 6-7 in Krasnodar krai killed at least 150 people mostly in small town of Krymsk. The water level in Krymsk region rose to 7 meters, entire villages were washed away. The situation is exacerbated by the fact that the flood occurred at night, when most people were asleep in their homes.

History of Krasnodar Krai

The territory of today’s Krasnodar Krai was inhabited as early as the Paleolithic, about 2 million years ago. It was inhabited by various tribes and peoples since ancient times. There were several Greek colonies on the Black Sea coast, which later became part of the Kingdom of the Bosporus. In 631, the Great Bulgaria state was founded in Kuban. In the 8th-10th centuries, the territory was part of Khazaria.

In 965, the Kievan Prince Svyatoslav defeated the Khazar Khanate and this region came under the power of Kievan Rus, Tmutarakan principality was formed. At the end of the 11th century, in connection with the strengthening of the Polovtsy and claims of Byzantium, Tmutarakan principality came under the authority of the Byzantine emperors (until 1204).

In 1243-1438, this land was part of the Golden Horde. After its collapse, Kuban was divided between the Crimean Khanate, Circassia, and the Ottoman Empire, which dominated in the region. Russia began to challenge the protectorate over the territory during the Russian-Turkish wars.

More historical facts…

In 1783, by decree of Catherine II, the right-bank Kuban and Taman Peninsula became part of the Russian Empire after the liquidation of the Crimean Khanate. In 1792-1793, Zaporozhye (Black Sea) Cossacks resettled here to protect new borders of the country along the Kuban River. During the military campaign to establish control over the North Caucasus (Caucasian War of 1763-1864), in the 1830s, the Ottoman Empire for forced out of the region and Russia gained access to the Black Sea coast.

Prior to the revolutionary events of 1917, most of the territory of present Krasnodar krai was occupied by the Kuban region, founded in 1860. In 1900, the population of the region was about 2 million people. In 1913, it ranked 2nd by gross harvest of grain, 1st place for the production of bread in the Russian Empire.

Kuban was one of the centers of resistance after the Bolshevik revolution of 1917. In 1918-1920, there was a non-Bolshevik Kuban People’s Republic. In 1924, North-Caucasian Krai was founded with the center in Rostov-on-Don. In 1934, it was divided into Azov-Black Sea Krai (Rostov-on-Don) and North Caucasus Krai (Stavropol).

On September 13, 1937, the Azov-Black Sea region was divided into Rostov Oblast and Krasnodar Krai that included Adygei Autonomous Oblast. During the Second World War, the region was captured by the Germans. After the battle for the Caucasus, it was liberated. There are about 1,500 monuments and memorials commemorating heroes of the war on the territory of Krasnodar Krai.

In 1991, the Adygei Autonomous Oblast withdrew from Krasnodar Krai and became the Republic of Adygea.

Beautiful nature of Krasnodar Krai

Sunflower field in Krasnodar Krai

Author: Alexander Egorov

Krasnodar Krai landscape

Author: Vladislav Shutyy

On the coast in the Krasnodar region

Author: Sotnikov

Krasnodar Krai - Features

Krasnodar Krai is located in the south-western part of the North Caucasus. The territory is washed by the Azov and Black Seas. The length of the region from north to south - 327 km, from west to east - 360 km. The Republic of Adygea, another federal subject of Russia, is located entirely within the Krasnodar region.

The Kuban River divides Krasnodar Krai into two parts: the northern - lowland (2/3 of the territory), located on the Kuban-Azov plain, and the southern - foothills and mountains (1/3 of the territory), located in the western highlands of the Greater Caucasus. The highest point is Mount Tsakhvoa (3,345 m).

The population is concentrated in the basin of the Kuban (also known as the Cossack land). The main cities and towns of Krasnodar Krai are Krasnodar (974,000), Sochi (433,500), Novorossyisk (277,000), Armavir (186,000), Anapa (95,900), Eisk (83,200), Kropotkin (76,300), Gelendzhik (75,100), Slavyansk-na-Kubani (67,200), Tuapse (60,400).

Krasnodar Krai is the warmest region of Russia. The climate is mostly temperate continental, on the Black Sea coast from Anapa to Tuapse - semi-arid Mediterranean climate, south of Tuapse - humid subtropical. Winters are mild and summers are hot. The average temperature in January in the plains is minus 3-5 degrees Celsius, on the Black Sea coast - 0-6 degrees Celsius, in July - plus 22-24 degrees Celsius.

Krasnodar Krai - Economy and Tourism

There are reserves of oil, natural gas, iodine-bromine water, marble, limestone, sandstone, gravel, silica sand, iron ore, rock salt, mercury, gypsum, gold. Krasnodar krai is Russia’s oldest oil producing region (since 1865).

The local economy is based on the industrial, construction, fuel and energy, agriculture, transport, resort and recreational, tourist sectors.

The seaports of the Krasnodar region provide direct access, through the Azov and the Black Seas, to international trade routes and handle more than 35% of foreign trade and transit cargoes of all Russian seaports. The air gateway of the region is Krasnodar International Airport (Pashkovsky Airport) - one of the largest airports in Russia.

Tourism is an important sector of the economy of Krasnodar krai. It is actively developing on the coast of the Black and Azov Seas, as well as in mountain and steppe districts of the region. The main centers of tourism are the resorts of federal significance (Sochi, Gelendzhik and Anapa) and the resorts of regional significance (Yeisk, Goryachiy Klyuch and Tuapse district).

Due to a combination of favorable climatic conditions, availability of mineral waters and curative mud, Krasnodar krai is the most popular resort and tourist region of Russia and in fact the only one in Russia seaside spa and recreational center.

Krasnodar krai of Russia photos

Krasnodar krai scenery.

Cretaceous rocks in Krasnodar Krai

Steep cliffs on the coast in the Krasnodar region

Author: Aleksey Kleymenov

Country road in Krasnodar Krai

Author: Nikola Mitinskiy

Pictures of Krasnodar Krai

Memorial Field of Cossack glory in Kushchevskaya village in Krasnodar Krai

Author: Sergey Timofeev

Jet fighter monument in the Krasnodar region

Author: Konstantin Seryshev

Village in Krasnodar Krai

Author: Alena Amplieva

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Our Mission and Strategic Direction

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Download one of the PDF documents below to read about NAEYC's  Strategic Direction :

Vision Statement

Each and every child thrives and learns in a society dedicated to ensuring all children reach their full potential.

Mission Statement

NAEYC promotes high-quality early learning for each and every child, birth through age 8, by connecting practice, policy, and research. We advance a diverse, dynamic early childhood profession and support all who care for, educate, and work on behalf of young children.

Core Values

NAEYC’s core values reflect our belief that all children have the right to equitable learning opportunities, and that all early childhood educators have a professional obligation to advance equity. Our values uphold NAEYC’s approach as an employer, professional membership association, partner, and field leader. They are based on the principles of child development and learning and are further defined through NAEYC’s core position statements: Code of Ethical Conduct; Professional Standards and Competencies for Early Childhood Educators; Advancing Equity in Early Childhood Education; Developmentally Appropriate Practice; and Early Learning Program Accreditation Standards. We are propelled by our commitment to upend our own structural and organizational inequities, and to ensure our actions are grounded in our values. Our core values are:

We uphold these values and beliefs in all our interactions and initiatives:

• Excellence and Innovation— We take risks, imagine new ways of working, and challenge existing assumptions, while remaining fiscally responsible and accountable to our mission and members.
• Transparency— We act with openness and clarity.
• Reflection— We consider multiple sources of evidence and diverse perspectives to review past performance, note progress and successes, and engage in continuous quality improvement.
• Equity and Opportunity— We advocate for and establish policies, practices, and systems that promote full and inclusive participation. We confront biases that create barriers and limit the potential of children, families, and early childhood professionals.
• Collaborative Relationships— We share leadership and responsibility in our work with others. We commit time and effort to ensure diverse participation and more effective outcomes. We act with integrity, respect, and trust.
• Care and Commitment— We are dedicated to the well-being, belonging and connectedness of our staff, volunteers and members.