The Experiences of Beginning Early Childhood Educators

Abstract

The aim of this study was to describe the experiences of a group of beginning early childhood educators and to document the issues of importance in the transition period, from students to their first year of working. The participants were graduates of a three-year Diploma of Teaching Early Childhood Education from a New Zealand College of Education, and all graduated in the same year. The findings reveal that this transition period from the role of trainee to educator was disconcerting for all the participants. It pointed to the complex role with which a beginning early childhood educator is faced. The participants also identified the areas of practice they perceived as being inadequately prepared for. Preservice training issues were considered crucial and were seen to have an impact on their present experiences. This study provides information only from the perspective of the participants; no generalisations are intended.