The identity of pre-school educators is based on three main components.
The identity of pre-school educators is based on three main components.
The identity of
pre-school educators:
The issue of professional identity in preschool education
is the subject of many questions, allowing professionals in the field to
reflect on how best to develop and strengthen the professional identity of
educators. The aim of this guide is to provide elements of a constructive
response to this reflection by illustrating in a concrete and lively way the
process of identity building for preschool educators.
Identity, through its main driving force of difference, is
fundamentally based on what makes each individual unique. Does professional
identity in pre-school education take the same form as individual identity, and
what place does one's identity culture have in the process of building an
educator's identity?
A passionate educator who shows a great interest in the field of
preschool education and yet the practice of his/her duties in the field can
sometimes seem relatively more restricted due to the different dimensions that
must be taken into account such as planning, organization, management and
simultaneous tracking of a large number of children.
We illustrate here the case of the educator who believes that his
values and qualities are enough to help him succeed in his mission, and that he
alone is capable of achieving the desired results, but he is not fully aware of
the differences and his thinking is limited to what he wants to experience
according to his own perception, which is often very far from reality Here, the
educator may feel some constraints as a result of the different behaviors of
the children, one child crying, another screaming or having an urgent need,
these examples show us the degree of stress that the educator may be exposed
to, which may prevent the proper performance of his tasks.
The educator's profession may be surrounded by other constraints
that lie in the requirements of the parents and guardians of the children, because
as a framer, the educator is obliged to report, advise and comply with certain
directives, it cannot be denied that knowing the people involved helps the
educator to establish constructive communication and provide clear and concise
messages that contribute to enhancing the exchange for the benefit of the
child's well-being.
The educator's view of his professional life may be subjective,
if he does not take into account the differences between others, such as the
child and co-workers, and this may limit his good professional health and
hinder his career, so the educator must recognize his responsibility well and
be aware of the weight and importance of this stage by knowing the various
professional competencies that have been defined by the guardian sector.
The three components on which the identity of pre-school educators is based:
The first component:
It is related to the individual's perception of himself as a
professional that corresponds to his self-representation, and is also related
to the knowledge, beliefs, attitudes, values, skills, goals, projects, and
aspirations that the person believes or attributes to himself independently of
his professional context, as this self-representation is specific to each
individual, and will be related to his own characteristics, especially his
motivations and interests.
The second component:
The relationship between the individual, the professional body,
and the profession can be linked to work, responsibilities, colleagues, the educational
body, as well as the school as a social institution.
The third component:
This feeling is based on the individual's perception of belonging
or being part of the professional group and conforms to the image he has of
this group and the profession, the definition corresponds to the feeling of
conformity of the individual with his professional group and is related to the
process of identification through which the person seeks to distinguish himself
from others.