Occupation Profile
Early Childhood Special Educator
Early Childhood Special Educator
As an Early Childhood Special Educator, professionals hold the key responsibility of planning and executing instructional activities tailored to the developmental needs of young children. Their impact extends across various settings, including child care centers, group child care homes, family child care homes, Head Start/Early Head Start, and public/private preschools, fostering a rich and engaging learning environment.
"Watching children grow and learn new things each day makes this job so fulfilling and rewarding."
Logan Ferguson Lead Teacher
Occupations
Qualifications
Work Settings
Career Field
Early Childhood Education
The field of early childhood education is comprised of early childhood educators who care for and promote the learning, development, and well-being of children to establish a foundation for lifelong learning and development.
Interest Areas
Work with Children
What Qualification Level is Needed?
Early Childhood Educator III
Typical Work Settings
- Child Care Centers
- Group Child Care Homes
- Family Child Care Homes
- Head Start/Early Head Start
- Public/Private Preschools
Minimum Qualifications (at least one requirement)
- Bachelor’s degree (or higher) in any field of which includes 36 college credit hours in early childhood education or child development disciplines
- Bachelor’s degree in early childhood education or child development disciplines
What does it take to be successful in this field?
Being a successful Early Childhood Special Educator demands a unique skill set, including expertise in tailoring instructional strategies to meet the diverse needs of children with special requirements. Effective collaboration with parents, caregivers, and other professionals is crucial for providing inclusive and supportive educational experiences. Adaptability, empathy, and a commitment to fostering the holistic development of every child are integral aspects of thriving in this specialized role.
The project described was supported by grant number 90TP0066. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the United States Department of Health and Human Services, Administration for Children and Families.