A social service in the 19th century, early childhood teaching began as a solution to child care problems of parents who had to work. As homemakers became workforce moms, the need for childhood education escalated. According to the National Network for Child Care (NNCC), the beginning of day care, also called early childhood education, originated with the welfare and reform movements of the 19th century. From then to now, childhood education teaching has become a movement of its own.
Child care centers, family child care and informal care, create the backdrop for childhood education teaching. Child care centers, regulated by state licensing agencies, cater to 13 or more children. Family child care, usually reserved to six children but sometimes up to 12 children, takes place in someone else's home. The regulatory requirements for family child care vary on a wide scope. Informal care, usually provided by relatives, neighbors or friends, occurs unregulated.
Quality childhood education teaching results from evaluations based on measuring tools performed by a program's director and implemented by staff, such as needs assessment, program analysis, cost effectiveness and program impact. Objective formal evaluations, focusing on what children achieve as a result of participation in a specific childhood education program, show reveal the quality and success of childhood education facilities.
A quality childhood education teaching program provides working parents with surety of their child's safety, protection and preparation for a solid education at school. Childhood education also provides parents with the assistance in education and care for their children.
Cognitive, emotional, language, physical and social skills are minimal components that should show up in childhood education curriculum. Likewise, lesson plans should demonstrate practical, yet exciting, ways to develop those five components.