Introduction

The early childhood care and education (ECCE) workforce is a crucial component of our society, shaping the foundational stages of young children’s development and setting the trajectory for their future learning and well-being (National Institute of Child Health and Human Development [NICHD], 2021). Despite their critical role, segments of the ECCE workforce, including preschool teachers, center-based providers, and Head Start teachers, are often underappreciated and overlooked when compared to elementary education teachers (Scharper, 2021). Research conducted by organizations such as the Center for the Study of Child Care Employment and the Economic Policy Institute unanimously highlights these disparities (Austin et al., 2020; Bureau of Labor Statistics, 2020; McLean et al., 2021). In response, the National Association for the Education of Young Children (NAEYC) has issued a statement affirming these findings and emphasizing the need for greater recognition and support of the ECCE workforce (NAEYC, 2021).

This paper aims to examine the distinctive experiences of early childhood professionals within the broader educational sector. In particular, this exploration will focus on the complexities and challenges faced by the ECCE workforce in the United States, including issues such as low wages, lack of benefits, and high turnover rates, which are significant factors impacting their professional lives. It also addresses often neglected aspects of their work, such as the lack of recognition and support, and how these issues influence professional well-being and vulnerability to burnout. Further, this paper highlights the challenges and transformations experienced by the ECCE workforce due to the COVID-19 pandemic, which has dramatically altered the landscape of early childhood care and education. The pandemic’s impact underscores the urgency and importance of investing in and supporting this critical sector. Ultimately, by offering a comprehensive understanding of the role, impact, and professional landscape of the ECCE workforce, this study aims to contribute to the ongoing discourse on early childhood education, advocating for the enhanced recognition, support, and development of early childhood professionals.

The ECCE sector is characterized by a variety of providers, programs, and services. These multiple types of settings directly influence the experiences and practices of professionals within it (U.S. Department of Health and Human Services [HSS], 2020). Children benefit from these multiple types of settings available: private and public preschools, family child care homes, and center-based programs. Each of these settings presents its own challenges and rewards, such as varying pedagogical approaches, funding disparities, and stakeholder involvement. Amidst these differences, a shared aspiration binds them: to deliver the highest quality care and education to children (NICHD, 2021).

Moreover, the ECCE workforce itself covers a great range of variations in terms of professionals’ career stages and educational backgrounds (HHS, 2020). Research by the Center for the Study of Child Care Employment responds to the needs of both beginning and experienced practitioners—among them, those working in Head Start programs—by exploring working conditions, compensation, and career pathways (Whitebook et al., 2019, 2021). The National Association for the Education of Young Children also investigates all levels of experience, noting the professional development and impact on quality standards in early childhood education (Kaiser & Sklar Rasminsky, 2019). This interplay between newly trained educators and veteran practitioners, each group studied and reported on by different organizations, highlights the multifaceted nature of the ECCE workforce. Such a holistic view serves to reveal the scope of the ECCE landscape, which directly informs and influences the experiences and practices of ECCE professionals.

Many ECCE teachers possess formal academic qualifications and certifications, demonstrating a deep theoretical understanding of early childhood education. Those educators who have not yet earned formal degrees nonetheless play a crucial role in the early childhood education workforce “by bringing valuable insights and practical knowledge that are essential for effective teaching and child development” (McLean et al., 2021, pp. 67–84). The median degree for ECCE teachers is currently an associate degree (Bureau of Labor Statistics, 2024). However, the trend towards more formal education is evidenced by the increasing number of early educators who hold higher education degrees even when such qualifications are not mandated by state regulations (Niland & Aikens, 2019). In particular, those working in public school systems and primary grades often have a bachelor’s degree due to the requirements for teaching in elementary schools. These educators, when holding a bachelor’s degree and teaching in public schools, typically earn the same starting salaries as public school teachers, provided they use the same curricula and receive coaching (Kantos & Kauerz, 2020). In other states, providing financial assistance for existing educators to attain higher education degrees has resulted in a significant increase in teachers’ attaining the Bachelor’s Degree and teacher certification (Watt, 2020).

“The ECE field in the United States is in the process of receiving an infusion of more than $50 billion in relief, including a permanent increase of $633 million, plus the ability to access potentially allowable funds via state and local relief dollars; funding for higher education; and support for K-12” (NAEYC, 2021). While this infusion will not change the entire ECCE system for everyone, this funding, along with state’s efforts to promote higher education degrees, does offer important, foundational, and structural changes, promoting pay increases aligned with ECCE teachers’ training and education. The blending of formal education and practical experiences, described above, enriches the ECCE sector, aligning with the NAEYC emphasis on the value of both educational training and experiential learning in early childhood education.

The daily experiences of ECCE professionals, as highlighted in the HSS 2020 report, encompass a diverse range of challenges, including managing varied developmental needs, navigating resource constraints, and fostering inclusive learning environments. Simultaneously, these professionals enjoy unique rewards, such as witnessing children’s developmental milestones, contributing to early childhood education foundations, and building meaningful relationships with children and their families (HSS, 2020). Balancing the intricate demands of child care with the conceptualization and execution of educational activities is no small feat (NAEYC, 2020). Simultaneously, ECCE professionals navigate a complex array of regulations while simultaneously striving to establish a nurturing environment for the children under their care, as emphasized in the NICHD 2021 report. Through the following comprehensive exploration of the current status, challenges, and best practices related to the ECCE landscape, the authors emphasize the crucial role of the ECCE workforce and hope to stimulate discussions leading to increased recognition and support for these essential professionals.

Scope and Objectives

The objectives of this study are as follows:

  1. 1.

    Provide the current status of the ECCE workforce, considering both internal dynamics and external influences.

  2. 2.

    Explore the challenges faced by ECCE professionals, highlighting the necessity for policy interventions.

  3. 3.

    Discuss best practices and innovative strategies, offering comparative insights for enhancing the U.S. ECCE sector.

Understanding the ECCE Workforce

The ECCE workforce encompasses a wide range of individuals who work with young children, birth through age 8, including preschool child care providers, preschool teachers, and family child care providers. Studies have demonstrated that the ECCE workforce plays an essential role in the early stages of children’s social, emotional, and cognitive development which serves as foundational pillars for lifelong learning and success (Dankiw et al., 2022; Vermeer et al., 2023; Whitebook, Phillips, & Howes, 2022). Their influence is instrumental in shaping future generations. Despite research showing the critical role of the ECCE workforce in affecting future generations, these professionals frequently face major obstacles and societal ignorance in addition to receiving little recognition for their contributions (e.g., Education International, 2023; RAND, 2023).

However, the discrepancy between the roles of the ECCE professionals in early development and learning and their societal treatment is alarming. This issue becomes even more glaring when we consider the racial and cultural disparities within the sector. The ECCE professionals of color often find themselves in lower-paying jobs despite having the same qualifications and responsibilities as their peers (Alanís et al., 2021). Many early childhood educators, most of whom are women of color, are among the lowest-paid workers in the country and frequently live in poverty (Whitebook et al., 2021). The National Head Start Association (NHSA) highlights the significant challenges faced by Head Start and Early Head Start staff, such as low wages and high turnover rates, which disproportionately impact educators of color (NHSA, 2023).

An alarming majority of these professionals grapple with low wages, absence of essential benefits like health insurance, and an absence of paid leaves (Economic Policy Institute, 2020). This financial insecurity is accompanied by long working hours, often without adequate breaks, further compounding their stress and the likelihood of burnout. Notably, these challenges pave the way for high turnover rates, compromising the quality of care provided to the children (Faulkner et al., 2016; Gould & Blair, 2020; Totenhagen et al., 2016).

A critical cultural challenge early childhood education workers face is widespread systemic racial biases. These biases often result in workers from minority backgrounds encountering additional barriers to professional advancement, recognition, and equitable compensation (García & Weiss, 2019). Far too often, society diminishes their role, relegating them to mere “caretakers” or “babysitters”, overshadowing the skills, expertise, and dedication they bring to their roles (Gould et al., 2019). It is imperative to delve deeper into one of the most pressing issues they face: the economic challenges, which are inexorably intertwined with cultural and racial inequalities, creating a multifaceted barrier to economic mobility and professional fulfillment (Whitebook et al., 2019). A significant part of this challenge is the pervasive issue of low wages and a lack of comprehensive benefits, which not only affect their well-being but also have broader implications for the quality of care children receive.

Low Wages and Lack of Benefits

Several key factors affect how employees feel about their job, mental and physical well-being, and performance; some of these factors include, pay rate, employment benefits and resources. These factors affect the overall mental and physical satisfaction surrounding one’s employment (Cumming, 2016; Economic Policy Institute, 2020; Otten et al., 2019; Sandilos et al., 2015). A significant finding by the Economic Policy Institute in 2020, emphasized that the median hourly remuneration for child care practitioners stood at a modest $11.35. Disturbingly, a substantial portion of these professionals earned wages below the legally stipulated minimum wage (Economic Policy Institute, 2020). “When all occupations were ranked by annual pay, child care workers remained nearly at the bottom percentile (CSCCE, 2023)” with their annual pay in 2021 averaging just $30,000 (Scharper, 2021). Further, infant, toddler, and preschool educators face a poverty risk eight times higher than their counterparts who teach kindergarten and older students (Mclean et al., 2021). Figure 1, below, displays recent data (prior to the pandemic which began in 2020) from the Occupational Employment Statistics (OES) compiled in 2019. As illustrated in the Figure, wages earned by child care workers were lower than those of other occupations and teaching jobs (Whitebook et al., 2021).

Fig. 1
figure 1

Early childhood care and education median hourly wage: national context. Source: Center for the Study of Child Care Employment, 2021. Notes. Figure 1 displays recent data (prior to the pandemic which began in 2020) from the Occupational Employment Statistics (OES) compiled in 2019. As shown in the Figure, wages earned by child care workers were lower than those of other occupations and teaching jobs. However, the pay for teaching jobs is also substandard relative to the workers’ skills and qualifications

Full size image

Wage disparities are prevalent among early childhood professionals, attributed not only to the types of child care centers but also to racial inequalities. Research conducted by the Center for the Study of Child Care Employment at the University of California, Berkeley, has revealed that African American child care workers are over five times more likely to earn less than $15 an hour compared to their counterparts from other ethnicities in the workforce. This significant wage disparity is attributed to systemic racial inequities in education. Furthermore, individuals of color working in child care are often employed in assistant roles or with the youngest age groups, which typically have lower wage rates (McLean et al., 2021).

In addition to wages, employment support and benefits are an important part of job satisfaction and the ability to perform well. According to a 2019 study conducted by the National Association for the Education of Young Children, the majority of child care workers do not receive paid sick leave, retirement benefits, and/or health insurance.

A year later, the Economic Policy Institute reported that only 4% of child care workers have access to employer-sponsored health insurance (Economic Policy Institute, 2020). Around this time, other research showed that 40–50% of ECCE workers sought public assistance in order to feel that their basic needs were met; this statistic is about 20% higher than other child care workers who worked with older age groups (Whitebook et al., 2021).

Low wages are correlated with centers that have insufficient enrollment, serve low-income families, and depend on public assistance programs. These centers are typically unable to provide the workforce with necessary support such as-paid time off or health insurance (Otten et al., 2019). The stress due to the lack of benefits affects both the teachers and their administrators. Child care center directors face the challenge of balancing affordable child care with offering crucial benefits, complicated by regulatory compliance, staff recruitment, retention challenges, and financial pressures (California Quality Early Learning, 2023; Hoffman, 2023). This tension affects the mental health and well-being of child care professionals as well.

High Turnover Rates

High turnover suggests multifaceted challenges within the Early Childhood Care and Education (ECCE) sector. The issue of under compensation contributes to a cycle where skilled professionals may leave the field for better-paying opportunities (Grant et al., 2019; National Institute for Early Education Research, 2018). Malik et al. (2018), writing for the Center for American Progress, reported that the turnover rate for child care teachers reached 30% in certain states in 2018. The highest rate was in Arizona at 25%, followed by Louisiana, New Mexico, and Texas with rates above 20%. In the Midwest, turnover rates were 12% and, in the West, turnover rates were 11% (Fodness, 2024). Generally, turnover rates were highest in the Southern States (16.7%) and lowest in the Northeast (10.3%). High turnover rates have the potential to disrupt the stability and quality of care for children in ECCE programs.

Research conducted by the National Institute of Child Health and Human Development (NICHD, 2017) highlighted the negative consequences of high attrition and turnover rates among child care teachers. Frequent changes in teachers can disrupt children’s routines and relationships, leading to potential negative impacts on their development.

Cumming (2016) provided insights into the complexities of this issue, noting that the increased recognition of the effects of compensation on educators’ well-being might stem from a growing understanding that compensation is crucial for the sustainability of the workforce. However, this realization has not consistently translated into action. It is conceivable that the high attrition and turnover rates among the ECCE workforce present multifaceted challenges that extend beyond mere statistics. These challenges encompass issues of stability, care quality, and child development. Addressing these challenges requires a holistic approach that acknowledges the complex relationships among compensation, work environment, and educators’ well-being.

Lack of Recognition and Support

A report by the National Association for the Education of Young Children (NAEYC, 2020) highlights that many professionals in the ECCE sector often feel unsupported and undervalued in their roles. This lack of recognition and support contributes to low job satisfaction and high turnover rates. Echoing these findings, Schachter et al. (2021), in their study published in the Early Childhood Education Journal, emphasize the critical role of perception and professionalization in the ECCE workforce.

Similarly, a study by the Harvard Graduate School of Education also found that ECCE professionals often feel undervalued in their work and do not receive the recognition and respect they deserve (Harvard Graduate School of Education, 2021). The study found that this lack of recognition can lead to burnout and high turnover rates. Sandilos et al. (2015) asserted that teachers’ emotional disposition and feelings contribute to the quality of education they are delivering, thus making this an issue affecting school faculty and staff as well as the students and their families. In addition to issues within the child care system itself, reports of struggles with parents and lack of rewards– monetary or not– contribute to educators’ overall feelings, as well as their tenure in their careers (Otten et al., 2019; Sandilos et al., 2015).

It is important to understand how to better support teachers and recognize their work in order to reduce worker attrition and their mental or physical strain, both of which could jeopardize the quality of early childhood education. Often perceived as low-skilled workers, ECCE professionals face a societal undervaluation of their critical role in early childhood development. This perception contributes to cumulative and sequential challenges such as burnout, high turnover rates, and detrimental impacts on personal well-being, as educators seek more respected positions in other fields (NAEYC, 2021).

Professional Well-being and Burnout in the ECCE Workforce

The National Institute for Early Education Research (NIEER, 2018) has identified a significant risk of burnout among professionals in the Early Childhood Care and Education (ECCE) sector. This risk primarily arises from the demanding nature of their roles, often exacerbated by a lack of adequate support and resources. Burnout in this context not only affects individual well-being but also leads to broader consequences such as high turnover rates and difficulties in maintaining a skilled and stable workforce (Faulkner et al., 2016).

Supporting these examinations of teacher well-being and burnout, a study by University of California, Berkeley (2020) highlighted the detrimental impact of poor wages and benefits on the well-being of ECCE professionals. In particular, Jeon et al. (2021) found that educators in demanding roles, especially those in early childhood special education, are more prone to stress and burnout if they perceive a lack of support from their professional network and administration.

Further elaborating on the contributing factors to burnout, a comprehensive investigation into the experiences of 273 early childhood teachers in Colorado by Schaack et al. (2020) sheds further light on the factors contributing to burnout. Key elements such as limited autonomy in job roles, insufficient collegial support, and the challenges of managing difficult child behaviors were identified as significant stressors, leading to emotional exhaustion and a sense of detachment from work. Conversely, positive workplace environments that promote a shared vision and provide job autonomy were linked to increased job satisfaction. Interestingly, the study also revealed that collegiality within the workplace plays a critical role in mitigating burnout. Strong, supportive relationships among colleagues can help reduce the intention to leave the job by alleviating feelings of emotional exhaustion. This finding underscores the importance of fostering a supportive and collaborative work environment in the ECCE sector.

In light of these insights, it is clear that addressing the well-being and burnout of ECCE professionals requires a multifaceted approach. This includes not only improving compensation and benefits but also enhancing leadership development, professional support structures, and workplace autonomy. By tackling these issues, we can better equip the ECCE workforce to provide the high-quality care and education that is essential for the development of young children.

Professional Development Opportunities

The ECCE workforce faces a complex set of challenges that are interconnected and continually evolving. Issues like low salaries, insufficient professional support, the demanding nature of the job, and lack of recognition and strategic intervention all contribute to these challenges (Bassok et al., 2019). To address them, the ECCE field needs to undertake self-initiated efforts to ensure its workforce can continue to advance and meet the changing needs of children and families through professional development.

One significant issue is financial instability, which is further exacerbated by the limited professional development opportunities in the ECCE sector (Whitebook et al., 2019). Access to ongoing training and educational resources is essential for educators to stay abreast of the latest pedagogical strategies and child development research. Studies have reported the positive impact of professional development in mentorship, peer support, and community and parental engagement (e.g., Lestete et al., 2022; Rudasill et al., 2020; Schachter, 2015; U.S. Department of Health & Human Services, 2018). However, these professional development opportunities are limited, and the lack of such opportunities hinders professional growth and restricts the quality of education they can provide (McCormick et al., 2022).

Additionally, the emotional and physical demands of managing diverse classroom needs and administrative responsibilities can further exacerbate these challenges (Mauzy, Celi, & Demonsaber, 2022). Despite the long-standing recognition of these issues, professional development focused on personal well-being and classroom management has been insufficient. The previous section highlighted burnout resulting from teachers’ demanding job roles; it is therefore crucial to emphasize the need for providing teachers with adequate support and professional development opportunities. ECCE professionals require sustainable programs that equip them with effective management skills to enhance their well-being and maintain their commitment to the workforce. Investing in such professional development programs is essential to ensure the stability and efficacy of the ECCE workforce (Brunsek et al., 2017).

Unfortunately, teachers’ current professional development opportunities are often temporary and insufficient, leading to a work environment with significant challenges (Whitebook et al., 2019). Although credit programs are available for the ECCE workforce to obtain degrees and teaching certifications, support for these programs remains unstable and inconsistent. Addressing these gaps is essential for enhancing the well-being of ECCE professionals and ensuring the delivery of high-quality early childhood education (NIEER, 2023; Phillips, Austin, & Whitebook., 2017).

The Impact of COVID-19

The COVID-19 pandemic that began in 2020 and continued for almost two years further exacerbated the challenges faced by the ECCE workforce (Eadie et al., 2022; Farewell et al., 2023). The pandemic exerted a profound impact on the Early Childhood Care and Education (ECCE) sector, reshaping its landscape in unprecedented ways. This section explores the multifaceted consequences of the pandemic and the adaptive responses of the ECCE workforce. An examination of health and safety, pedagogy, mental health and well-being, economic challenges, family impact, and children in child care centers highlights the pervasive and profound impact of the pandemic on many facets of child care.

Several significant changes in ECCE centers resulted from the pandemic. These changes were related to health and safety, teaching methods, mental health and well-being of children and teachers, economic and operational challenges, outreach to families and, ultimately, advocacy and investment. The onset of the pandemic necessitated the rapid implementation of stringent health and safety measures within ECCE settings. These measures included social distancing, enhanced hygiene practices, and modified operational strategies (National Center for Immunization and Respiratory Diseases [NCIRD], Division of Viral Diseases, 2021). ECCE professionals had to swiftly adapt to these guidelines, ensuring a safe environment for children while grappling with the challenges of enforcing these measures in a setting typically characterized by close interaction and communal activities. Some programs reduced their class sizes or limited children’s enrollment to only selected days of the week so that children’s attendance was scheduled on a staggered basis. These modifications resulted in a drastic restructuring of traditional scheduling (Stone, Witzig, & McIntosh, 2002).

The pandemic forced a reevaluation of traditional teaching and learning methods, with a significant shift towards virtual or blended learning models (DeCoito & Estaiteyeh, 2022). This transition presented unique challenges in the context of early childhood education, where experiential and play-based learning are crucial. Educators had to innovate and adapt their curricula to engage young learners effectively through digital platforms, a shift that required significant professional development and technological adaptation.

The pandemic’s psychological impact on both educators and children has been significant. Educators faced increased stress and burnout due to the additional responsibilities and uncertainties brought about by the pandemic. Similarly, young children experienced disruptions in their routines and social interactions, impacting their emotional and social development (Mayo Clinic, 2021). Addressing the mental health needs of both staff and children became a critical aspect of ECCE during this period.

The ECCE sector faced substantial economic strain due to the pandemic. Many centers experienced decreased enrollment, leading to financial instability and, in some cases, closures (Chen, Byrne, & Velez, 2021).This economic impact had a cascading effect on the workforce, leading to job insecurity and reduced resources for quality education and care.

Families suffered as a result of the pandemic because, without dependable child care, one or more parents were not able to return to work on a regular basis. Not every worker had the advantage of working from home and, even when working from home, parents and caregivers were faced with the challenges inherent in tending to child care while devoting time and focus to their jobs (Chen, Byrne, & Vélez, 2021). Television and iPads became children’s babysitters as parents struggled to survive the workday. In addition, many parents were forced to quickly adjust to the new role of homeschooling their children in addition to their current responsibilities as caregivers and financial providers as a result of school closures (Stahl, 2021).

Turnover was especially high during the recent pandemic. In 2019 almost all of the qualified CCEE workforce (91%) was actively employed at child care centers, whereas in October 2022, one third of the qualified ECCE workforce (67%) was no longer working in child care centers (Amadon et al., 2023). These high turnover rates during the pandemic not only negatively affected the quality of care and education that children received, but also created a cycle of underinvestment, as new educators are not encouraged to enter the field (Gilliam & Zigler, 2018). Due to decreased enrollment during the pandemic (both temporary and permanent), some ECCE centers were forced to temporarily or even permanently close (Sullivan, 2021; US Bureau of Labor Statistics, 2023). In spite of the fact that, in most states, preschool centers are now on the rise, many centers continue to experience a severe decline in their employee numbers. Especially for infants and children of color, immigrant children, and those children with other special needs, this decline in employees and services has resulted in significant setbacks for children, academically, emotionally, and socially (Sullivan, 2021).

The pandemic highlighted the essential role of the ECCE sector in society. A growing recognition of the need for greater support and investment in early childhood education is evidenced by increased policy discussions and proposals for funding and resources such as those offered by the National Resource Center for Reaching Victims (2020). Advocacy for support and investment is also discussed in the NICHD 2021 report; this group aims to strengthen the sector’s resilience and capacity to deliver quality education and care.

The COVID-19 pandemic not only presented numerous challenges for the ECCE sector but also opened avenues for significant reform and innovation including the use of technology and virtual teaching, implementing smaller class sizes, and working more closely with parents and caregivers. Understanding and addressing these revolutionary impacts of the pandemic are crucial for the sector’s recovery and future development.

The Importance of Investing in the ECCE Workforce

As stated on multiple position statements, the NAEYC supports that investing in the professional development of the ECCE workforce is essential for improving the quality of care provided to young children (NAEYC, 2018, 2020a, 2020b). Providing ECCE professionals with opportunities for ongoing learning and professional development can help them stay up-to-date on the latest research, best practices, and trends in the field. Additionally, offering competitive compensation and benefits can help attract and retain qualified individuals in the ECCE workforce, leading to improved outcomes for children and families.

Additionally, many ECCE centers struggle with inadequate funding, leading to compromised care and educational quality. Insufficient resources can result in overcrowded classrooms, outdated materials, and limited support for educators, thereby hindering the learning environment (Austin et al., 2021; Gould & Blair, 2020; Shelly & Pruitt, 2021).

Early childhood education is a crucial period in the development of children, as it lays the foundation for their future growth and success. The workforce responsible for providing this education, known as the Early Childhood Care and Education (ECCE) workforce, plays a vital role in shaping the future of children. However, despite its importance, the ECCE workforce is often undervalued and underfunded, leading to a shortage of qualified educators and inadequate support for those in the field (National Institute for Early Education Research [NIEER], 2018).

In order to address these issues of undervaluing and underfunding, it is essential to understand the importance of investing in the ECCE workforce. Research has shown that high-quality early childhood education can have a significant impact on a child’s future academic and social success (Heckman, 2006). Children who attend high-quality early childhood programs are more likely to succeed in school, have better social skills, and be more prepared for the workforce (NICHD, 2017).

Furthermore, investing in the ECCE workforce also has a positive impact on the economy. A well-trained and supported ECCE workforce can lead to improved quality of care and education for children, which in turn can increase the number of parents who are able to work, as they are confident that their children are receiving the best possible care and education (Harvard Graduate School of Education, 2019; Region Track, 2019).

In order to support preschool programs, school boards may vote to increase school budgets allowing preschool programs to join public school programs. Teacher unions may help to ensure adequate and fair pay for preschool teachers who are hired to work at public schools. Parents may support school budgets by voting on school funding-related items at school meetings and at voting polls. They may complete annual surveys about preschool programs, voicing their opinions on their degree of satisfaction with the caregiving, the curriculum, the hours, the outreach to families, and other preschool-related matters. Citizens can help to ensure adequate funding for preschool programs by actively supporting candidates who are champions for high quality early childhood care and education. University faculty members, working in collaboration with preschool faculty leaders, can seek external support for high quality ECCE programs by applying for state and federal grant funds to support quality ECCE programs and resources, especially emphasizing support for children with special needs including immigrant/English Language Learners and children with socio-emotional needs. Universities can offer opportunities for teaching candidates to devote time and offer services to preschool programs on a paid and/or unpaid basis, such as via course practicums and/or internship programs. By investing in the ECCE workforce, we can ensure that children receive the high-quality care and education they need to succeed, and create a brighter future for all (Heckman, 2006).

The commitment to strengthening the ECCE workforce is a critical investment in our children’s futures and the broader economic landscape. Adequate compensation, continuous professional growth opportunities, and robust support systems are fundamental to empower the ECCE workforce to deliver exceptional care and education. Such investments not only elevate the quality of early childhood education but also set a foundation for a more vibrant future for society at large (NIEER, 2018; Norris, 2023; Region Track, 2019). This forward-thinking approach ensures that the benefits of a well-supported ECCE workforce will ripple across generations.

Discussion and Implications

Over the years, the significance of early childhood care and education has been substantiated through extensive research and investment in improving its conditions and qualities. Well documented studies have demonstrated that early learning and education experiences impact cognitive development, social skills, and academic outcomes in later school life (Besharov et al., 2020; Duncan & Magnuson, 2013; Milton et al., 2023; Yoshikawa et al., 2013). Moreover, participation in high quality ECCE programs increases readiness for primary schooling (Camilli et al., 2010; NICHD, 2021).

In summarizing the wealth of research on early childhood care and education, it becomes irrefutable that the ECCE work plays a pivotal role in the development of young children. However, these professionals who exert considerable influence on early development, learning, and well-being need to navigate many systemic challenges. Unfortunately, inadequate compensation, limited opportunities for professional development, and a lack of recognition for their work hinder their professional experiences and wellbeing.

Addressing these challenges is not merely an act of rectifying inequalities; addressing challenges and rectifying the ongoing injustices are fundamental steps to enhancing the quality of care available to our early learners. Through pathways programs, collaborations with higher education institutions become essential tools in improving the future of young children and the ECCE workforce. Teacher education programs, receiving state and federal support, can sustain increased efforts in specific areas that bolster the benefits and professional growth of the ECCE workforce.

Several recommended and sustainable efforts, crucial for bolstering the development and support of the ECCE workforce, are detailed in Table 1. This table provides a strategic roadmap for enhancing job satisfaction and retention within the ECCE sector, emphasizing key strategies for improvement.

Table 1 Recommended and sustainable efforts for ECCE Workforce Development
Full size table

First, integrating enhanced training modules that focus on inclusive education and child psychology is imperative. Such training equips educators to effectively meet the diverse learning needs of children. The development of these modules should involve collaborative efforts with experts in child development and inclusive education practices.

Second, advocating for compensation adjustments is critical. Wages and benefits need to reflect the invaluable role of ECCE professionals. This involves not only raising salary levels but also ensuring comprehensive benefits, including health insurance and retirement plans, to provide financial security and recognition of their contributions.

Establishing mentorship and peer support programs is another vital strategy. These programs foster nurturing professional communities, supporting personal growth and collective advancement. Mentorship can provide new educators with guidance and support, while peer support programs can create networks for sharing best practices and offering emotional support.

Moreover, fostering collaborative research opportunities with higher education institutions ensures that ECCE professionals remain at the cutting edge of educational innovation and practice. This collaboration can lead to the development of grant opportunities, new teaching methods, assessment tools, and learning materials that reflect the latest research findings in early childhood education.

Finally, the incorporation of technology in early childhood settings and engaging communities and parents are essential for a holistic approach to early childhood education. Technology can enhance learning experiences and provide new avenues for child engagement, while, simultaneously, strong community and parental involvement ensure a deeper connection between educational settings and the families they serve.

Future Research Agenda

While this article offers a comprehensive perspective on the current conditions of the ECCE workforce, future research endeavors are essential to support the implementation of the proposed strategies. Quantitative assessments of wage disparities and qualitative analyses of job satisfaction are necessary to substantiate the need for these strategies and measure their impact.

Investigating the long-term impact of these strategies on the well-being of the ECCE workforce and the quality of education delivered to children is crucial. Longitudinal studies tracking educators enhanced skill sets and attitudes resulting from new and improved training programs will provide insights into the effectiveness of these interventions. Similarly, research on the influence of increased compensation on educators’ quality of life and teaching effectiveness will contribute valuable data for policy development.

Additionally, evaluating the success of mentorship programs in reducing turnover rates is important. The effectiveness of community engagement initiatives in enhancing family support for ECCE programs also warrants examination. Such studies could yield significant findings, informing best practices and policy decisions in the field. Future research will need to aim to provide comprehensive data that validates these strategies and illuminates the path forward for policy and practice in the ECCE sector.

Conclusion

The recommended strategies are not isolated solutions but, rather, interconnected approaches designed to uplift the entire ECCE landscape. The commitment to collaborative research, diversity training, and technology integration represents a forward-thinking initiative that aligns with modern, evolving educational frameworks. Moreover, the dynamic nature of educational excellence, marked by continuous feedback mechanisms, necessitates regular reflection and adaptation to meet the ever-evolving demands of early childhood education.

Looking ahead, garnering empirical data supporting these strategies is essential. Research aimed at providing a robust evidence base will not only validate the proposed strategies but also illuminate the path forward for policy and practice. The examination of strategic initiatives in this paper contributes to a future where the ECCE workforce is valued, supported, and recognized for its indispensable role in shaping society’s youngest members. By embracing these efforts, we commit to a vision where the true value of the ECCE workforce is fully recognized and where children receive the high-quality early education they deserve.