Educators or Babysitters? Daycare Caregivers Reflect on their Profession

Abstract

Forty-nine caregivers in eight daycare centres were interviewed about their daycare experiences, their own childcare decisions and practices, and their views of how their profession is perceived by society. Results suggest that: caregivers comment positively on the process elements of their work, such as their enjoyment and love of children, and negatively on structural elements, such as salary and working conditions; caregivers’ “insider” view of daycare provides a seldom tapped but potentially useful source of information about both the workforce and the work; and caregivers strongly resent being viewed as mere babysitters. They increasingly see themselves—and demand to be treated—as professional educators, who contribute greatly to the successful development of the children in their care.

Additional information

Notes on contributors

Noam Shpancer

Dr Noam Shpancer is Associate Professor of Psychology at Otterbein College

Aria T. Spivey

All co-authors are advanced undergraduate students (psychology majors) at Otterbein College, and members of Dr Shpancer's research team